EQUIPMENT 

FOR TEACHING 

DOMESTIC SCIENCE 




Class [ '/. ' - 

Book Jis: 

Copyriglitl^? 



ClfiSmiGHT DEPOSm 



1 



Equipment for Teaching 
Domestic Science 



By HELEN KINNE 

Professor of Domestic Science, Teachers College, Columbia University 



FIFTH PRINTING 




WHITCOMB & BARROWS 
BOSTON, MASS., 1916 






Copyright, 1910, by 
Teachers College, Columbia University 

Copyright, 1911, 191 6, by 
Whitcomb & Barrows 



MO 1 1 1916 



?© 



©CI.A437196 



PREFACE 

The purpose of this book is to discuss the problems that 
are met in planning a domestic science equipment, to suggest 
practical solutions that have been worked out through experi- 
ence, and to give a description of what is done in some of the 
schools and colleges of this country. As this is not a statistical 
report, space allows only a few schools and colleges to be 
mentioned. 

Thanks are due to the teachers, superintendents, and super- 
visors who have kindly given information and whose institutions 
are mentioned in these pages; to the members of the domestic 
science staff of Teachers College; and to those students in the 
Department of Domestic Science at Teachers College who have 
collected data from year to year. It has not been possible to 
publish all the information that has been so kindly furnished. 

March, igog Helen Kinne 

May, 1910 Teachers College 

September, igii 

Some of the developments that bring about changes in equip- 
ment have been briefly discussed in an added chapter. 

June, 1916 



CONTENTS 

Chapter Page 

I Introduction i 

II The Rooms 5 

III The Cooking Laboratory 13 

IV The Dining Room, Laundry, Equipment for 

Home Nursing -47 

V The Purchase and Care of Equipment . . 57 

VI Total Cost of Equipment 60 

VII Cost of Maintenance 69 

VIII Portable Equipment for Lectures ... 74 

IX New Developments in Household Arts Equip- 
ment 79 

Illustrations of Equipment 87 

Index 103 



EQUIPMENT FOR TEACHING 
DOMESTIC SCIENCE 



CHAPTER I 
INTRODUCTION 

To the question, what should be the cost of domestic science 
equipment for school work, the answers are as varied as the 
conditions where needs are to be met. In the United States and 
Canada there are in existence equipments of all grades, ranging 
from those used in the country district or city settlement school 
to laboratories and appointments not to be surpassed by those in 
the best equipped university laboratories for work in the natural 
sciences. 

Work in domestic science has been developing for a quarter 
of a century and many well-equipped laboratories are to be found. 
While economic conditions in the public schools have tended to 
make the average equipment inexpensive, yet natural pride in a 
city system or school, in connection with gifts from private 
donors, has made it possible to equip the workrooms with 
elaborate and beautiful fittings. Yet such equipment may be no 
more useful to the school and community than something much 
plainer. It is difficult, of course, if not impossible, to set a 
definite standard. The subject, to have dignity, should be well 
housed; the kitchen and other rooms should be as attractive as 
possible, and yet no funds should be wasted for mere show or 
the non-essentials. Work in domestic science is developing now 
with great rapidity and would be installed in many small towns 
if the school superintendents could know that an equipment may 
be serviceable and still comparatively inexpensive. The future 
growth of this work and its usefulness to the community depend 
very largely upon the knowledge of what such equipment may 



2 Equipment for Teaching Domestic Science 

be. What shall be our guiding principles in planning an 
equipment ? 

It may be said first that an equipment is adequate which 
enables the pupils to do their school work with convenience and 
without loss of time. This means in the cooking room that the 
room should be sufficiently large for the class, that the sinks, 
stoves, and tables should be so placed that steps are saved and 
crowding avoided ; that there should be enough utensils, and these 
selected in relation to the kind of work given. It is unfair to 
overcrowd a class, and to demand good work where tools are 
lacking. It is as unjust to both teacher and pupils as it would 
be to expect a class to learn to write without paper, pen, and ink. 
On the other hand, too many utensils, especially the smaller, con- 
fuse the work and consume unnecessary time in cleansing and 
keeping in order. Then, too, in this case, pupils miss the oppor- 
tunity for training in the economic use of their tools, and do 
not develop ingenuity. A small equipment, well selected, may 
be much more useful than a large and ill-assorted collection of 
implements. 

In the second place, the equipment should have some practical 
effect on the community where the school is placed. All articles 
and utensils should be such as can be used by the children in their 
own homes, and at the same time offer an incentive to the better- 
ing of home conditions. This latter is true even in the well-to-do 
community, for, even where funds are not wanting for domestic 
furnishing, there is often a lack of knowledge as to the best way 
to adapt means to ends. 

A domestic science teacher should be, therefore, a faithful 
student of mechanical improvements, since the manufacturers in 
all lines of kitchen furnishings are making changes, sometimes 
for the better and sometimes otherwise. If, for instance, a wood 
stove is to be installed, if that is the available fuel in the neigh- 
borhood, what is the latest and best pattern? This also holds 
good with small implements, for new wares and new forms are 
put on the market almost daily. In the school settlements of 
the Tennessee mountains may be found striking illustrations 
of the influence of the school furnishing upon the neighborhood. 



Introduction 3 

The house in which the teachers Uve, and even the school build- 
ings, are Hke the mountain cabins, but mare convenient and 
better built. All the changes are of such a nature that they can 
be copied by those who are building new cabins, or the old can be 
remodeled by the occupants with little trouble. The same plan 
is followed in the simple furnishings, where the textiles are made 
by the mountain women, but with more artistic design and colors 
than before. The result of this is that many people have taken 
the hint and have done likewise. In some such way as this, 
domestic science rooms should be true models, desirable and 
possible to copy. 

In the advanced work of our college departments there is yet 
another way in which the community may be served. Here is 
the place for experimenting with new materials and devices, and 
the passing on to the housekeeper and the lower schools informa- 
tion about better materials and machines. 

Then, too, both the school and the college may have an in- 
fluence in showing that the kitchen and other rooms for the 
practical work of the house may be made as esthetically pleasing 
in their own way as the living room. This is sometimes for- 
gotten in domestic science work. One of the best instances of 
a beautiful kitchen is that in the public school system of Evans- 
ton, Illinois. The room in itself is spacious and well lighted, 
but in addition it has a harmonious color scheme of soft brown, 
buff, blue, and white. This is carried out in all the details of the 
room with pleasing effect. Attention to the colors used in walls, 
floors, and dishes need not of necessity add to the expense. 

A knowledge of the needs of the community, therefore, and 
a well-organized scheme of work are foundational in planning a 
truly serviceable equipment. The teacher who plans it should be 
practical, discriminating, and adaptable, not patterning her work 
entirely on what is done elsewhere, except in so far as that is 
appropriate to the new locality. In England these matters are 
under government control; in the board schools the course of 
lessons and equipment are determined by the government. 
This would not be possible, nor desirable in this country, since 
conditions are so varying. Everything depends, then, on the 



4 



Equipment for Teaching Domestic Science 



efficiency and common sense of the teacher and the committee in 
charge. 

This book will treat of what is usually known as domestic 
science equipment for cookery, table setting and service, house 
work, laundering, and home nursing. It should be noted that 
some of the rooms for these purposes may be utilized for work 
in textiles and in home decoration. 



CHAPTER II 
THE ROOMS 

Two situations will be considered: (i) The planning for 
rooms in a new building, and (2) the refitting of rooms used for 
other purposes. 

I. The Number. In elementary-school work it is often pos- 
sible to devote only one room to domestic science, and this is 
usually the kitchen. This kitchen, however, can be used for 
other purposes than cooking. Housework, to an extent, is of 
course taught in the kitchen. A dining table may also be 
placed in this room, if no other space is available, and the table 
setting and service taught here. With a small portable equip- 
ment some of the simpler laundering processes may also be con- 
ducted. This involves, however, some space where the laundry 
equipment may be stored when not in use. Where no other room 
is available, housework may be taught in other parts of the build- 
ing; sweeping and dusting, for instance, in the classroom, or in 
the teacher's rooms, if such exist. Lessons in home nursing may 
be given in the classroom. 

In high schools and colleges more than one room is usually 
allowed. One of the first to provide for is a storeroom for 
materials and utensils, as a sufficient space for storing pro- 
visions makes for greater economy in buying. This room is, 
if anything, more important than the dining room. Next a dining 
room may be added; after this a laundry, and then some room, 
or rooms, where housekeeping may be taught, the conditions being 
made as much like the home as possible. The need of something 
of this kind has been felt so strongly that in a number of new 
buildings, both in Canada and in the United States, a suite of 
rooms, like a small apartment, has been provided ; in other cases 
a small house has been made available, as at the University of 
Illinois. 



6 Equipment for Teaching Domestic Science 

2. Shape and Size. For cookery a room that is somewhat 
longer than it is wide is easy to arrange to advantage and is also 
of agreeable shape. A long, narrow room is difficult to furnish 
conveniently and to light well, unless the long side is exposed to 
the light. A room 24 x 17 feet is of good proportion and is 
large enough for twenty pupils without extreme crowding. Such 
a room will allow for two gas stoves, two sinks, but does not 
leave space for cupboards to extend into the room. Two feet 
more in each direction is a better size. A room 26 x 38 feet allows 
for from twenty to twenty-four pupils, with a larger amount of 
equipment at the sides and better aisle space. There is no room 
for a dining table in the first room. A dining table could be 
placed in the last in the center of a rectangular table. A store- 
room need not be large, but should be amply provided with cup- 
boards. A room 13 x 14 feet will afford good storage space for 
classes of twenty working continuously. 

A dining room 13 x 16 feet will give space for a table seating 
six or eight guests, leaving room for a small sideboard and space 
for the waitress to pass. It is indeed economy of space and time 
to have a dining room that is not too large. 

The laundry should afford space for the tubs, dryer, and 
ironing apparatus unless the washing and ironing are done in 
separate rooms. A room 40 x 28 feet allows space for steam 
machinery in addition to other equipment. 

When a suite of living room.s is planned, of course the rooms 
cannot be large. A small apartment in the new School of House- 
hold Arts, Teachers College, Columbia University, measures 18 
feet 7 inches x 52 feet 6 inches. An apartment at Macdonald 
College, Quebec, Canada, is larger. 

A number of our colleges and universities are now devoting 
a whole building to Household Economics. These include Do- 
mestic Art and Domestic Science and laboratory work in science. 
Such a building is found at the University of Illinois and one 
has just been added to the University of Nebraska. The House- 
hold Arts Building, Teachers College, is of this type. 

In selecting old rooms there is often little choice. The size 
of the class should be determined upon, and that room, or those 



The Rooms 7 

rooms, assigned that fulfill as many of the necessary requirements 
as possible. This plan was followed in 1908 at the Public School, 
Tenafly, New Jersey, where a classroom with small adjoining 
rooms was turned into a cooking room. (See Fig. 46.) 

3. The Location and Exposure, The top floor of the build- 
ing is the most desirable if there is an elevator to take up 
supplies. In the case of the cooking room it is not so much 
a question of light as of the possibility of better ventilation, if 
the room is on this story. Odors from the cooking are less 
liable to penetrate into other rooms of the building. This seems 
to be equally true whether there is a ventilating system or not. 
If the basement is well lighted, the cooking room can some- 
times be better cut off from the rest of the building for venti- 
lating purposes than if it is in any of the intermediate stories. 
This question of lighting is, however, a most important one. 
North light is good for all laboratory work. If the windows 
are well placed the light is more evenly distributed than where 
the exposure is southern. Of course, the sunlight adds to the 
cheerfulness of the room, but window shades should be well 
adjusted in this case. The question of light is not so important 
in any of the domestic science work as in the work of the textile 
and sewing classes ; so if there is a choice, the sewing room should 
have the better light. 

4. Ventilation, If there is a ventilating system in the build- 
ing, extra exhaust, with its own special connection, should be 
provided. Even where the rooms are large and high, the ordinary 
ventilating system is not equal to removing the products of com- 
bustion and the odors, and to keeping down the temperature. If 
there is no ventilating system some simple device should be used, 
in order to utilize the windows for ventilation. Of course, win- 
dows must be opened wide for airing, but it often happens that 
currents of air affect oven temperatures and the flames of gas 
stoves. Boards may be placed under the lower sash of the win- 
dow, or screens (covered with cheesecloth) may be used, filling 
the lower sash space. Where there is a flue in the room, the 
chimney can sometimes be utilized for ventilation by having 
openings into the flue. If any number of gas stoves are used, 
there should be hoods above the stoves. 



8 



Equipment for Teaching Domestic Science 



An electric fan gives relief in a crowded and ill- ventilated 
cooking room. Such a fan may be bought for about $15. 

5. Windows and Doors. The windows and doors should be 
so placed that the wall space is not too much broken. Plain 
stretches of wall should be planned for cupboards and for black- 
boards. Good light is obtained if the windows are all on one 
side of the room, provided they are large, and the room is not 
too deep. The doors should, of course, open outward. 

6. Chimney and Flues, The chimney and flues are planned 
by the architect in relation to other parts of the building. It is 



/ Dinina \ 



Cfoset 


Supply 



Supply closoh. 



5<^ 





Cooking 


ll 




1 

1' 




tabic. 




Speieo fen Bfoch-board ome/ chart's. 








«^ 





_ I 



Fig. I. School kitchen planned for 16 pupils, 15 x 28 feet 

necessary, if possible, to see that the chimney is well placed in 
relation to the other furnishings of the room. 

7. Gas, Water, and Waste Pipes, Steam and Electric Fittings 
have also to be planned by the architect in connection w4th the 
whole system. The same caution is necessary here as with 
the chimney and flues. 

8. Wall Finish, In the cooking room and laundry it is neces- 
sary to have the wall finish washable. While this is desirable in 
the other rooms, it is essential here. The ideal finish is tiling 
extending from the floor six or seven feet upward. The wall 
above this tiling may be painted. If the tiling is too costly, the 
whole wall may be painted, using heavy enamel paint below and 
cheaper above. While the cost of paint does not difl^er in diflfer- 
ent sections of the country, the cost of labor does, and any esti- 



The Rooms 



mates given here can be approximate only. A still cheaper finish 
is paint for the first six or seven feet, with a durable wall wash, 
like Alabastine, above. Alabastine is a good grade of calcimine 
to be bought at furnishing stores and can be easily applied. It 
does not wash, but can be dusted with a wool wall duster or soft 
cloth. If an old wall is to be done over, it may be filled and 
painted, or, if the lower wall is in too bad condition, it may be 
covered with table oilcloth fastened at the top with a narrow 
strip of wood. The wall above the strip may be painted or 



1 



I 



chart. 






cool 1 
roin$e\ 



closet. 



8^ 
1*^ 



^5 
















fr-*" 







gvg- 






5' 






Fig. 2. School kitchen planned for 12 pupils, 20 x S7 feet 

washed with Alabastine. In the dining room it is possible to 
have the wall finish somewhat less expensive. Good colors can 
be obtained in a wash. The ceilings may be washed with Ala- 
bastine or ordinary calcimine. The attractiveness of a room 
depends largely upon the cleanliness and freshness of its walls, 
and here it is that the choice of color is important. 

9. Floor, The question of the laboratory floor is one that 
is much discussed. For cleanliness, durability, and attractiveness, 
tiling is the best. It is costly, but of course wears well and may 
be kept absolutely clean. It is the general opinion in this coun- 
try, however, that too much fatigue results from the use of the 
tiled floor for laboratory work. A good hard wood is con- 



lO 



Equipment for Teaching Domestic Science 



sidered the most desirable. Maple is one of the best, though 
yellow Georgia pine is also excellent. A combination of tiling 
and wood works well, the tiling being placed under the sinks and 
under the stoves, in the former case for cleanliness, in the second 
for cleanliness and also for proof against fire. It is difficult to 
have the tiles run into the woodwork without a crack, if the wood 



chart. 



ZE 



Ic/ose/-. 



I 

o 

-*: 
o 









Cooking Tabic 



































r 



Vl^i] 



Rongo, 



; 



I s/n/r. 



Fig. 3. School kitchen planned for 15 pupils, 24 x 24 feet 

shrinks ; but if a crack occurs this can be filled in. Terraza and 
cement floors always crack and are not desirable. The objection 
always to the wood floor is the labor involved in keeping it in 
order from day to day. A good method is to rub the floor 
occasionally with oil, washing the floor between the oilings, or 
using some mixture of oil and wax. At Drexel Institute, Penn- 
sylvania, the floors are stained, waxed and rubbed, brushed with 
a soft brush and dust cloth; they are never oiled or washed. 
Such a floor is, of course, somewhat slippery, which might be 
objectionable in a laboratory for children. Where the floor is 



The Rooms 



II 



not new, it may be scraped, planed, and stained, and then treated 
with oil or wax. In such a case linoleum is an excellent floor 
covering. The best cloth should be selected, of the inlaid variety, 
not painted on the surface as in the cheaper grades. This cover- 
ing is pleasant to the foot and is kept clean with no great diffi- 
culty. If the floor underneath is at all rough or uneven, this 
should be remedied before the linoleum is laid. Pains must be 
taken to fasten the linoleum well down at the edges. It is best 




Verticml esse. 



Teach 0r^ 
Desk, 



S/acMotuxf 



ni 











L 


J 



3: 




Fig. 4. School kitchen planned for 24 pupils, 24 x 41 feet. 

to allow it to stretch for a time before this is done. Cement is 
sometimes used to fill the space between the linoleum and the 
wall. This is not an inexpensive covering, since a good linoleum 
costs $1.50 a square yard, and it is not worth while to have the 
cheaper grade. It is, however, durable, lasting for many years. 
10. Woodwork should be as plain as possible and without 
cracks or seams or elaborate mouldings. Plain wood finish can be 
easily cared for. Well-painted wood also gives a surface that is 
easily kept clean, and if made to harmonize with the color of the 
wall, gives a pleasing effect. 



12 



Equipment for Teaching Domestic Science 



O O 



E 



Desk. 



G^ ieJ 



I si. 

in 

I 



n 



Tile floor. 



coo/ 
box. 



ivooct 
box. 



r 



Slid! no doora . 



Fig. 5. School kitchen planned for 16 pupils, 27 x 34 feet 



Cost of Wall Finish and Labor 

(New York City, January^ 1909) 

Calcimine, per sq. yd., i to 3 coats about $0.40 

Paint, per sq. yd., i coat .30 

Table oilcloth, per yd., i^ yd. wide .30 

Tiling, glazed, per sq. f t .60-.75 

Cost of Flooring with Labor 

Scraping and staining old floor, i coat varnish per sq. yd. $1.00 

Paint, as above " " " i.oo 

Linoleum " " " 1.50 

Vitrified tiling per sq. ft. .40-.60 

Maple flooring " " '' .32 

Yellow pine flooring " " " .35 

Figures i to 7, inclusive, show kitchens of varying shapes. 
Figure 8 is the floor plan of the small apartment, School of 
Household Arts, Teachers College. 

Figure 9 is the plan of a whole department. 



CHAPTER III 
THE COOKING LABORATORY 

Points for special study in addition to those already treated 
are the work tables, stoves, sinks, cupboards and lockers, seats. 




Fig. 6. School kitchen, Mechanics Institute, Rochester, N. Y. 

refrigerator, and utensils. It is especially important here to 
study the placing of all these fittings in relation to one another, 
that all may be easily accessible without many steps for either 
teacher or pupils. 

13 



14 Equipment for Teaching Domestic Science 

I. Work Tables 

There must be enough table space to allow each pupil room 
for work. In our public schools, classes must be large; twenty 



KMkOmCi BfiARO jtr-* MiSCN ^AHMS OA JgHiLVoni ^SRASS PUm 




J 



WINDOW OH TMft &tOft 



WlHDOrfS. 



f-M 



I 




WAMROK 



ocM-gm, |:^« 



KtR% 

CbOMT 



I^ris 



R^Hnw 




hMi OF COOKIMG ROOM • 

Fig. 7. Plan of cooking room fittings, Public Elementary School, Boston, 

Mass. 



The Cooking Laboratory 



15 



is a good number for one teacher to handle, though twenty-four 
is possible. Above this it requires much skill in the teacher to 
handle her class, and both teacher and pupils work at a dis- 
advantage. The general practice in this country is to provide 
for individual work, or for work in small groups. The idea that 
the school kitchen should be as much like the home as possible 



I'^^^.fX: 



^y^ 



/ 



tj 




Fig. 8. Floor plan of apartment, School of Household Arts, Teachers 
College, Columbia University 




Fig. 9. Rooms for domestic arts and science in High School, Newton, 

Mass. 



is, in some cases, responsible for an equipment that does not 
allow for individual activity. Home conditions cannot be dupli- 
cated in regard to table space, because twenty children cannot 
work well at a table large enough for only one or two. If the 
room is small and table space small, the class must number less 
than twenty. A work table to be convenient must also be so 
arranged that no floor room is wasted. Here the strength of the 



i6 Equipment for Teaching Domestic Science 

teacher may be saved, if an arrangement is possible that enables 
her to see easily all the members of the class at work. 

A variety of floor plans is possible, and there is a wide range 
of selection in form and material, with a corresponding variation 
in cost. 

Tables may be either movable or fixed. 

a. Movable Tables. The movable table is advisable where 
strict economy is necessary. Stained packing boxes, or common 
wooden kitchen tables, either old or new, or wooden horses with 
movable boards on top, have been used successfully; and in some 
instances, as in the district schools of Canada, boards are placed 
on top of the desks in the classroom. In one school in the United 
States where only $ioo could be appropriated for equipment, the 
instructor secured library tables that were no longer in use, her 
pupils assisting her in scraping the tops and coating them with 
white enamel paint. The domestic science classes in this school 
numbered only twelve or fifteen, and ample working space was thus 
afforded at the cost of the painting. Such simple arrangements 
are desirable in introducing the work in schools where funds are 
limited, or in city settlement schools. 

The stained packing box (see Fig. 40), dimensions 24 x 24 x 
32^ inches ; cost of stain and shelf, 50 cents ; zinc top, 50 cents ; 
total, $1.00. 

Kitchen tables cost : without drawer, dimensions 3x2 feet, 
$1.89; with drawer, dimensions 3x2 feet, $2.80; without drawer, 
dimensions 3^ x2^ feet, $2.31 ; with drawer, dimensions 3^ x 
2}i feet, $3.29; with zinc top, dimensions 3x2 feet, without 
drawer, $4.35. 

If the top of the kitchen table is of soft wood, this involves 
much scrubbing, and stains cannot always be removed. Some 
form of mat should be supplied in order to protect the table from 
the heat of a hot utensil. A good varnish, like spar varnish, fills 
the wood and makes it easier to keep the table clean. The varnish 
is, of course, easily marred by heat and needs to be renewed from 
time to time. 

The legs of the table are mpre easily kept clean if they are 
painted with enamel paint or coated with shellac, and the cost is 
very slight. 



The Cooking Laboratory 



17 



The kitchen tables can be arranged in any of the ways sug- 
gested for the fixed tables, and gas piping can be connected with 
them and an individual gas stove used as with the fixed table. 
The cost for a class of twenty, two at a table, using tables 3^^ 
X 2^ feet, would be $18.90. 

b. Fixed Tables. These may easily be made very costly ; but 
tables may be built in by a local carpenter at comparatively small 
expense. It is better to have them, when possible, than the kitchen 
tables, because one is free to select the proper dimensions, and a 
better material can be used for the tops. The supports of the table 



□ 




C 3 

'■ n 




c 



Fig. 10. Parallel 



Fig. II. Slanted 



Fig. 12. Hollow Square 



are sometimes made of metal, either iron piping or solid iron, 
enameled or nickeled. 

A new table is on the market where the top only is of wood, 
the lower part, including drawers and cupboards, being made of 
steel. This is expensive, and so far has been used only in diet 
kitchens. In places where both lumber and labor are high, it 
would be well to submit a design and obtain an estimate from 
some firm that manufactures school tables. This is supposed to 
reduce the cost. 

A ready-made table has been put on the market by a Western 
firm. It is designed for two pupils standing side by side; has a 
drawer; a top of some composition; two gas stoves or hot plates 
of the bracket pattern. The cost is about $20. 

I. Parallel Tables, (Fig. 10.) These are convenient in a long 
and narrow room, and also in a room where serving is to be 



i8 



Equipment for Teaching Domestic Science 



done as well as cooking ; the cooking in such a case may be carried 
on in one part of the room and the serving in the other. A similar 
plan is used in Drexel Institute, Philadelphia, where two parallel 
tables are placed at one end of the room, leaving good space at the 
other end for sinks, stoves, and other fittings. (See Fig. 51.) 
This is not a good arrangement, except in somewhat small classes, 
say from ten to sixteen ; but it is convenient for the teacher, who 
can pass down easily between the two tables. 




-0 — r- 



Fig. 13. Hollow square with openings adapted to a particular room; 
Fig. 14. Group tables 



2. Double Parallel Tables. This is an excellent arrangement 
for economizing floor space, but it is a difficult one for the instruc- 
tor, since she must sometimes pass rapidly from one section to 
another; and it is a very poor arrangement for young pupils. 
Then, too, the gas piping for individual stoves must come up 
through the center of the table. There is no difficulty in this 
unless a gas leak occurs, when the leak is very difficult to repair. 

3. Slanted Tables, (Fig. 11.) This is a plan that obviates 
somewhat the difficulty in the parallel tables. Here twenty-four 
pupils may easily be accommodated in a comparatively small space, 
and the teacher standing at one end can easily look down the three 



The Cooking Laboratory 



19 



tables and see where help is needed. This has been used success- 
fully in a public-school kitchen. 

4. The Rectangular or Hollow Square. (Fig. 12.) If space 
is available, this is by far the best table arrangement for all school 
work, and some instructors prefer it for college work. This ar- 
rangement may be varied in the floor plan to suit the shape of the 
room. The figure given illustrates a form wide open at one end. 
The table may be made to accommodate a larger number of pupils 
by having a small opening at both ends. Fig. 13 shows the 










1 1 • 




front View £nc/Vievv 

Fig. 15. Table with open shelves only, or shelves with drop front 



same form with irregular openings adapted to a particular room. 
There should always be two openings in the table. The great 
advantage of this arrangement, in general, is that the instructor 
is able to observe her class easily and pass from one pupil to 
another without any loss of time. 

5. Group Tables, (Fig. 14.) Group tables economize space 
and allow the pupils to pass back and forth through the room 
with freedom. The objection is the same as in the case of the 
double parallel; that is, the teacher cannot see all the pupils at 
the same time. This plan is not a good one for elementary-school 
work; it may be used in secondary-school work, although it is 
better still for maturer students. 



20 



Equipment for Teaching Domestic Science 



6. Single Tables in Rows. The single table gives each pupil 
individual freedom and a condition more like that in the home 
kitchen. This arrangement is in use at the Carnegie Technical 
School, Pittsburgh, and at the School of Household Arts, Teach- 
ers College. In the latter school the tables are placed back to 
back, with a row of stoves between the rows of tables. Single 
tables may also be arranged in a rectangular form. This plan is 
too costly, on the whole, for school work, since the labor in- 
volved in making is more than that in building a continuous 
table. It is an excellent plan, however, for advanced students. 

7. Dimensions. The dimensions are of great importance. 
Much fatigue is avoided by having a high table for adults. A 
wide table makes work difficult for elementary pupils. Height: 
minimum, 31 inches for children; maximum, 32 to 34 inches for 
adults. Depth: minimum, 20 inches for children; maximum, 24 
inches for adults. The 20-inch depth is rather narrow, except for 
young children. Any depth beyond 24 inches is not generally use- 
ful, especially as the reach is too long if the individual gas stoves 
are placed at the back of the table. Width for each pupil : mini- 
mum, 24 inches ; maximum, as much as the size of the room and 
the funds will allow ; 30 inches, however, allows good working 
space. Twenty-four inches can be used only with children, and 
even then it is a little crowded. This space, however, will serve. 

8. Designs for Shelves, Drawers, and Cupboards. It is these 
table attachments that add materially to the cost of the table, not 
so much in material as in the labor involved in construction. They 
do add, however, to the utility of the table, and save much time 
and labor in the carrying about of utensils and materials. For 
school work the simplest design is on the whole the best. Elabo- 
rate arrangements make the care of the table more difficult besides 
adding to the cost of making. Tables with a drawer below are 
adequate and much more convenient on the whole than those 
tables that have the cupboard below. It is difficult to reach the 
cupboard to keep it in order and to keep it clean. 

a. The simplest attachment is a shelf placed beneath the table 
top at a distance of 6 or 6)4 inches and open on all sides. (Fig. 
15.) The chief recommendation for this plan is its cheapness. 



The Cooking Laboratory 



21 



Small utensils can, of course, be kept on this shelf, but in order to 
take them out or put them away the pupils have either to bend or 
kneel, and the utensils are difficult to reach ; then, too, the shelf is 
open to the dust. This plan, however, is in use in some of our 
public-school kitchens, and in one, at least, of the technical train- 
ing schools. (See Drexel Institute Kitchen, Fig. 51.) 

b. Inclosed shelf with drop front. (Fig. 15.) This plan costs 
more, but the dust is kept out. 

c, A single drawer of the depth indicated, with partitions, 
will hold all the small utensils necessary and make them more 




front \JiGw E'n4 View 

Fig. 16. Table with one drawer 



available than they are with the shelf, or drop front. (Fig. 16.) 
It is true that it is not easy to keep the drawer clean. The pupils 
are apt to leave the drawer open a crack, and flour and crumbs 
easily fall in. This objection can be partly overcome by having 
the table top project at least one inch beyond the front of the 
drawer, and also by training the pupils to close the drawer. 

The drawers should be subdivided with movable partitions, in 
order that the small utensils may be kept well in order. The parti- 
tions may be made of thin wood, to move in slots, such as are 
found in desk drawers. Usually two partitions are used, but at 
the Lillian Massey School, University of Toronto, a drawer with 
many partitions, allowing not more than one article in each space, 



22 



Equipment for Teaching Domestic Science 



proves very convenient. White table oilcloth is recommended for 
the bottom of the drawer, although some teachers prefer to have 
plain shellac, which can be renewed from time to time, or enamel 
paint. 

d. A cupboard below with drawers either for utensils, or for 
utensils and provisions. (Figs. 17 and 18.) 

The arrangement indicated in the plate gives room for a suffi- 
cient number of utensils for advanced work. The drawers are 




Fig. 17. Table with drawers and cupboards underneath 



arranged as in Fig. 18. The provision drawer holds sugar, flour, 
salt, pepper, and the common spices. This plan saves labor and 
time in carrying about these provisions. The roll front does away 
with the inconvenient door and costs very little more than the door. 
The disadvantage of this low cupboard is that the utensils are 
difficult to reach. This model is expensive. 

e. Drawers and cupboards below and above. (Fig. 19.) 
/. Shelves above and drawers and cupboards below. (Fig. 20.) 
These two models can be used only where the individual stove 
is not to stand on the top. They are the designs of the tables used 



The Cooking Laboratory 



23 



at Teachers College in the School of Household Arts. In Fig. 19 
the cupboards are placed above at a convenient height in order 
that they may be easily reached. The bottom of the cupboard is 
high enough above the top of the table to make all of the top 
available. In Fig. 19 the stove is entirely separate from the table. 
Fig. 20 shows another arrangement with most of the cupboard 
and drawer space below, with only one shelf above, where books 



Slid© on top of eoch 

Lard© Drawer 


-I [■ 














., 



IS of fheae. 



o© 
00 

©0 
0© 
0© 





Tin Boxes. 



L-5 

13 



^_3 

14' 



^ of t1ie&9. 



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ti ' 1 i * 


1 




fi It ' 


1 




ij II 1 


i 




II ii 1 


t 




11 M t^ 


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^T 


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§. 


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1 


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I 


it r 


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4 


11 1 


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.^,^1^^^^^^^^^: 



Fig. 18. Details of the same table as in Fig. 17 

and other articles may be placed. The stove is attached to the side 
of the table, with a slate back, thus having the stove top level with 
the table top. 

These designs may be used in any of the floor plans indicated, 
yet certain combinations are better than others. The design with 
shelf only would not be good form for a group table arrangement. 
The drop front, or single drawer, may be used with any of the 
floor plans. Fig. 17, if used in one of the continuous plans, gives 



24 



Equipment for Teaching Domestic Science 



space for stools underneath. Other designs for both the continu- 
ous and the group table may be found in the different illustrations 
in this pamphlet. 

9. Other Table Attachments. Where the group table or single 
table is used, a small, swinging towel rack of wood or nickel may- 
be attached to the side. Hooks for dish pans may be screwed into 
the side of the table, or, in case of the continuous table, placed on 
the inside. Space for a moulding board may be allowed under the 
table top and above the drawer ; care should be taken, however, to 
see always that the moulding board is dry before it is slipped into 
place. A less expensive arrangement is to buy a small moulding 




•r-CONT view- 'CzNp VIEW- 

Fig. 19. Drawers and cupboards below and above the table top 



board and hang it on the end of a single or group table, or under- 
neath a continuous table at right angles to the length of the table 
between the drawers. 

10. Materials, The table top and other parts of the table must 
be considered separately, since a cheaper material may be used 
below, while the top must be of good quality. The top should be 
easy to clean, non-absorbent, fireproof, if possible, durable and 
not resonant. It is impossible to find any one material that com- 
bines all these qualities. Wood is cheaper than any form of the 
fireproof materials, and must be used for this reason in many 
places. The wood should always be protected by some kind of 
mat, say zinc, metal-lined. Hard woods are desirable, and of 
these maple is the best. It has a hard, close grain, a good color, 
and better wearing qualities than oak. Of the fireproof tops in 



The Cooking Laboratory 



25 



use, slate is one of the cheaper, but it is unattractive in color and 
absorbs grease. Marble comes next in the scale of cost, but it 
stains and shows scratches. Glass and vitrified tiling are about 
the same in price, but so far as it has been tried glass has not 
proved satisfactory. A number of kinds have been in use, and if 
information is correct, in every case the glass has finally cracked 
with heat. Where the stove is not placed on the table top, the new 
opaque glass is an ideal material ; the surface is entirely non- 
absorbent ; it is smooth, easily cleansed, and does not crack when 
an ordinary weight is dropped upon it. Vitrified tiling is non- 




Fig. 20. One shelf above, drawers and cupboards below top of table 

absorbent, has a good color, cleanses easily, and has no surface 
glazing to crackle with the heat. If well laid there is no warping 
of the top. The one objection is that the cement wears out by 
degrees and dirt collects. The vitrified tiling comes in either 
the hexagonal or the square form, and gives most satisfactory and 
desirable tops. An attempt has been made to have this tiling 
moulded in large sections, but in the baking these sections warp. 
There are a number of compositions on the market that are 
sometimes recommended for table tops. One of these is known as 
alberene. One or two teachers have reported this top as not satis- 
factory in regard to durability. With most of these compositions, 
there is cracking, and they are absorptive. Another material is 



26 Equipment for Teaching Domestic Science 

known as white enameled lava. This is in use at the Carnegie 
Food Laboratory, Boston, Mass. This material is said to bear heat 
well and to be non-absorptive. It is, however, very costly. 

Cost of Table Tops 

Maple, without labor per sq. ft. $0,075 

Vitrified tiling, with labor " " " .40-.60 

Opaque glass, Novus 24 x 24 in 6.75 

Cost of Tables 

(Prices Quoted New York City, December, 1909) 

Fig. 16, single drawer, maple top, ash below, 20 pupils $100.00 

Fig. 17, vitrified tile top held with nickel-plated bars, quartered 

oak below, 20 pupils 725.00 

Fig. 17, vitrified tile top held with nickel-plated bars, ash below, 
$50 less than above. 

Fig. 17, maple top, ash below 500.00 

Fig. 19, drawers and cupboards, oak, top of Carrara glass, nickel- 
plated supports, each pupil 78.00 

Fig. 20, same material as the one above, each table 43.00 



II. Seats 

It is necessary to provide seats of some kind, even if little time 
is given in the cooking laboratory to recitation. If the cooking 
room is large, the best arrangement is to place two or three rows 
of seats or chairs at the end of the room near the blackboard. This 
enables the teacher to gather her class for a short time for discus- 
sion or note taking. It is seldom, however, that space permits this 
arrangement. If not, stools should be provided or some kind of 
seat attached to the working table. 

I. Stools, This is the most inexpensive form of seat, if a plain 
wood top stool is furnished. A stool should be selected with legs 
that spread as little as possible ; the height depends upon the height 
of the table. Children should be given a lower stool than adults. 
It is convenient to have a stool low enough to push underneath the 
table. This is possible if the table has a shelf or one drawer under- 
neath. Stools are always more or less in the way of the pupils 
when they are at work, therefore they should be pushed either 



The Cooking Laboratory 



V 



back against the wall or under the table. The legs should be 
tipped with rubber in order to avoid noise when they are moved. 
A more comfortable stool has a cane seat. A back is sometimes 
attached, but the stools are used so little that the back is not really 
necessary and adds to the expense. Stools may be purchased at 
almost any furniture dealer's, and reduced rates are given by the 
dozen. 

2. Attached Seats. There are two kinds: 

a. A seat that pulls out from underneath the drawer of a table. 
This is the cheapest of the attached seats. It should be planned 
when the design is made, and built in by the carpenter. It may 




Fig. 21. Section of continuous table, with place for swinging seat 

be used with either the continuous or the group table where the 
space below the drawer is not filled up with a cupboard. It may 
easily be pushed back when not wanted and is therefore con- 
venient ; care should be taken to have it made sufficiently strong. 
Its great disadvantage is its discomfort, owing to the cramped 
position that it necessitates. It can be used only for a short space 
of time. 

b, A wooden seat with an iron bracket may be attached to the 
side of a table arranged according to the group plan; and with 
some designs, on a continuous table. (See Fig. 21.) The bracket 
may be hinged to swing sideways and the seat may be made to 
turn down. There is a variety of these seats on the market, 
which may be obtained from some of the large stool or store furni- 
ture companies. They cost less when purchased by the dozen. 



28 Equipment for Teaching Domestic Science 

Prices are: plain wooden stool, 17 inches height x 13 inches 
diameter, 50 cents; cane seat stool, 21^ inches height x 13^ 
inches diameter, $1.50; wooden seat with iron bracket (Fig. 23), 
about $2.00. 

III. Stoves 

The kind of stove selected depends upon the fuel or fuels that 
are used in the neighborhood of the school. The grade and pat- 
tern depend upon the resources of the school and the home 
conditions of the pupils. In the public schools of our large cities 
it is well to have both coal and gas, since both of these fuels are 
in common use. In cities where the gas rate is reasonable and the 
nickel in the slot system is used, the use of gas is increasing. In 
smaller towns coal is apt to be the ordinary fuel, except in natural 
gas regions. In some rural districts wood is still in use. The use 
of kerosene, however, is very common in small towns and in rural 
districts, and in such cases there should be a good kerosene stove. 
There is no reason why the use of the small kerosene stove and 
some form of the fireless cooker should not be taught in the city 
schools, since they make for economy and for comfort in the 
summer to the city dweller. A useful lesson to a pubHc school 
would be the making of the fireless cooker, which may be done at 
so little expense and which is really so valuable. 

A fireless cooker for school use is made in a large wooden pail, 
with three cushions, one for the top and one for the bottom, and 
a long one which will fit the inner circumference of the pail. In 
this space a granite kettle to fit should be placed. The cushions 
should be covered with denim and filled with either excelsior or 
hay or sawdust. A fireless cooker may be even cheaper than this 
one ; but if an inferior pail is used it is apt to leak, and if the outer 
box is not well made it is, of course, not air-tight. An old wash 
boiler or a wooden packing box may be used in place of the 
wooden pail, if in good condition, or an old trunk. 

In laboratories for research work, and those where teachers 
are trained, as many types of stoves should be furnished as possi- 
ble — coal, gas, kerosene, electric attachments, denatured alcohol 
stoves, the Atkinson cooker, and the fireless cookers. 



The Cooking Laboratory 29 

Two sizes of stoves need to be supplied : the large stove, usually- 
placed at the side of the room, and the individual stove placed 
upon the work table, one for each pupil.^ For a class of twenty 
children doing individual work, two stoves of ordinary size 
should be provided in order to afford space for baking, or one 
gas stove and one coal stove. Sometimes portable ovens are used, 
placed upon the individual stoves, but these are not altogether 
satisfactory. 

A gas stove of some well-known make should be selected, care 
being taken to see that the burners have drilled holes, and that 
burners and tops are so arranged as to be easily cleansed. The 
oven should be double, the oven burner giving a good blue flame. 
A gas stove that has the oven above is easier for an adult to 
use than the ordinary form with the oven below ; the stoves with 
the oven below the top are, however, less expensive. 

The coal stove need not be large nor expensive for school use ; 
indeed, it is better to have a small portable range, easily managed 
by the pupils, than a large and expensive one. A range with six 
holes, a good 6ven and damper arrangements, and removable tops 
can be bought at a reasonable price. Large ranges, costing from 
$70 upward, are not serviceable except in diet kitchens or lunch 
rooms, where a large amount of food is to be cooked. A stove 
plain in construction and finish should be selected, if possible, 
rather than those designs with absurdly elaborate decoration. 

Price List of Stoves and Hoods 

Gas stove, 4 burners, with broiler and oven $18.50 

Gas stove, same dimensions as above, oven above 25.20 

Small portable coal range, 6 holes, good oven and drafts, re- 
movable tops 14.00-15.00 

Coal range, 8 holes, 2 ovens, shelf for dishes, water back, re- 
volving and sifting grate, top of oven plastered to be non- 
conducting, about 30.00 

Large coal range of steel, or the French range 70.00 

Hood, about 10.00 

Electric oven, dimensions 17 x 13 x 12 in. (inside) 30.00-40.00 

^In the German Housekeeping Schools the stoves stand in the center of 
the room, or free from the wall. 



30 Equipment for Teaching Domestic Science 

Blue flame kerosene stove, 2 burners, portable oven $10.00-15.00 

Aladdin oven on stand, lamp underneath 30.00 

The commercial fireless cookers 3.50-30.00 

Homemade fireless cookers 1.00-2.00 

Individual Stoves, The purpose of these small stoves is to 
allow for individual work. The argument that they are not prac- 
tical, because different from the stoves used at home, is answered 
by the fact that the use of the small stove, either gas or kerosene, 
is common in both city and country homes. In city schools the 
small stoves are always gas stoves, but kerosene may be used 




Fig. 22 Fig. 23 

Table with stove at side Table with stove in center 

Manual Training High School, Toledo, Ohio 



when gas is not available. The blue flame kerosene stove is better 
than the yellow flame, although it is more expensive. 

Electric plates are, as yet, too costly for general use. For 
instance, one, 7 inches in diameter, cost $8.25 (net) in 1907. 

As yet denatured alcohol stoves are expensive. In the course 
of a few years we shall probably have stoves of a type which will 
be most useful for individual school work. 

a. The Single Gas Stove. 

The most economical plan is to buy one of the small gas stoves 
on the market. Many good stoves may now be found at house 
furnishing shops, or they can be bought directly from the manu- 
facturer. A gas stove for this purpose should stand high enough 



The Cooking Laboratory 



31 



from the table to allow the table to be cleansed easily; the top 
should be large enough to hold a good-sized utensil well, aftd as 
flat as possible, in order that the utensil may not tilt. The legs of 
the stove should not spread too much. The burner should be of a 
form easy to be cleansed. Several makes have a removable burner 
that may be easily washed. A nickel-plated stove is easily kept 
clean, although it discolors from continuous use. 

These stoves may be attached by rubber tubing to a gas pipe 
that runs along the back of a continuous table, or may be connected 
by gas piping. In group tables gas piping may be run through 




Fig. 24. Hot plate No. i, used at Teachers College 



the table and the small stove attached to that. The rubber tubing 
should be of the kind used in a chemical laboratory. The advan- 
tage of the rubber tubing is that the stove may be easily moved 
when the table is to be scrubbed, and it also allows the stove to be 
pulled forward, if necessary, toward the front of the table. It has 
to be renewed from time to time, and should be carefully wired 
on to the stove to prevent slipping off. Gas pipe makes the stove 
steadier, but of course the stove cannot be moved. A hinged 
joint was tried in one school, which allowed the stove to be turned 
upward while the table was being cleaned; the plan was not 
thought to be successful, because leakage frequently occurred at 
the joints. 

A number of special patterns have been devised, made to order, 
and used with success. 

Hot Plate No. i, used at Teachers College, Columbia Univer- 
sity. (Figs. 24 and 31.) This plate has a cast-iron top with two 
holes, and a cover on each. The supports have holes at the base 
which slip over nickel-plated pins fastened on the back of the table. 



32 



Equipment for Teaching Domestic Science 



A Bunsen burner with a rose top is used for each hole. Care 
should be taken in selecting a Bunsen burner to see that the 
diameter of the top is not too wide, for the flames should not 
extend beyond the edge of the hole in the hot plate. The Bunsen 
burners may be attached by rubber tubing, or by iron piping so 
joined that the stopcock is at the side of the hot plate. The 
advantage of this plate is that it allows room for two utensils 




Fig, 25. Hot plate No. 2, used at Hartford High School 

with the full gas flame underneath, and also with covers and 
the gas turned low will allow cooking at a low temperature. 
The heat is evenly distributed throughout the plate, and thus the 
plate is more like the top of an ordinary stove. If held by pins 
and not screwed to the table, it is easily taken off to be cleaned 
and also for the cleansing of the table. Its one disadvantage 
is that it radiates a great amount of heat. 

A better design for this hot plate would probably be an attach- 
ment by a bracket of the right-angled variety fastened to the back 
of the table. This would leave the table space entirely free. This 
latter plan would be possible only on a continuous or single table. 



The Cooking Laboratory 33 

Hot Plate No. 2. (Fig. 25.) This is a modification of No. i. 
It was designed for the Hartford High School by Mr. Charles 
Howe. The gas piping comes up through the table and forms a 
support for the plate itself, as well as for the Bunsen burners. 
This leaves the tables free, and it is considered by those who have 
used it to be a most convenient form of the hot plate. 

Hot Plate No. 3. (Fig. 49.) This is in use at the Technical 
High School, Cleveland, Ohio. It has no covers. This plate has 
a removable, slightly raised grate above the burner, and also a 
cup which hangs in the opening and surrounds the burner, protect- 
ing the wood table from the heat. The cup is also removable for 
cleansing. This makes it unnecessary to have the woodwork of 
the table protected. 

One objection to the individual stove placed on the table top is 
that the height is inconvenient when a utensil is placed on the 
stove. This difficulty may be obviated in a table of the group type 
by sinking the stove in an open space at the center of the table, 
thus having the stove top level with the table top. (Fig. 23.) 
Another arrangement which has the same result is to attach the 
stove to the side of the table. This has been done in one cook- 
ing room at the Manual Training High School, Toledo, Ohio. 
(Fig. 22,) This device has been adopted in one of the laboratories 
of the School of Household Arts, Teachers College, Columbia 
University. A stove with an oven underneath is attached to the 
table. (Fig. 20.) The table is protected from the heat of the 
stove by slate. 

b. Continuous Rack, Bunsen Burners. 

This style of stove is considered convenient by some teachers. 
The stand itself is a permanent fixture in connection with the 
table, is therefore steady, and leaves clear table space when 
the gas pipe runs on the back of the table or comes up through 
the table. Bunsen burners are used underneath the stove and 
are attached as already indicated. Most of the designs are easily 
cleansed. This arrangement is not inexpensive, since the work 
must be done to order and special work is costly nowadays. 
In any case, with this type of stove it would be necessary to 
submit the design to a local plumber for an estimate. 



34 



Equipment for Teaching Domestic Science 



Rack No. I. In this design the supports are of iron piping, the 
top being made of heavy wire gauze ; strong supports are fastened 



h: 


'-1. 


... 


»f 






.* 


o 


• 



v^ 



Trrr 



M 



-^V= 



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rWD. 



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Sim 



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ogf ■ ■' '-* 



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Fig. 26. Continuous stand, Bunsen burners, Simmons College, Boston, 

Mass. 




OT 



^ 




DE,T/\lL::mON GRILL 



:>i^-^'-'jr vk ^ 



Fig. 27. Continuous rack, Bunsen burners, Mechanics Institute, Rochester, 

N. Y. 



to the table. Piping is used for the lengthwise and crosswise 
supports of the wire. 

Rack No. 2. In this design the supports, top, and movable 
cross-bars are of nickeled steel. See Fig. 26 for dimensions and 



The Cooking Laboratory 35 

details. This form is now used at Simmons College, Boston, 
Massachusetts. 

Rack No. 3. This form is in use at the Mechanics Institute, 
Rochester, New York. Here the bars are not movable, and so the 
stand is less expensive. The price is included in the estimate of 
the cost of the whole table on page 65. (Figs. 27 and 52.) 

Price List 

Each 20 
Stove Pupils 

Hot plate No. i (with plain iron top) $3.75 $75.00 

Hot plate No. 2 2.50 50.00 

Hot plate No. 3 1.50 30.00 

Rack No. I, 24-inch table space, including burners 60.00 

(Estimate given by New York plumber) 

Rack No. 2 (per running ft.) 3.50 

Gas piping attachment, 45 ft., including connections for 

40 Bunsen burners, and labor 36.18 

Rubber tubing, 20 in., each burner, per yd .^Z 

Bunsen burners, rose tops .50 

Portable ovens for use on small stoves 2.00 

Zinc mats, asbestos-lined, 12 x 12 in .40 

IV. Sinks 

Both large and small sinks may be used in the cooking room, 
the large at the side of the room, as in the home kitchen, the small 
sinks connected with the tables or standing near them. The use 
of a number of small sinks adds materially to the cost of the equip- 
ment, both in the cost of the sinks themselves and in the addi- 
tional plumbing necessary. In an inexpensive equipment only 
one sink is possible, or two at most. The small sinks add greatly 
to the convenience of the kitchen, for the hot and cold water are 
thus near the work table. Where parallel tables are used, small 
sinks may be placed at the ends of each section ; in the rectangular 
table, at the corners ; with the single group tables, at the side or 
between the tables. (Figs. 19 and 20, and 49 and 50.) The 
chief objection to this plan is the additional plumbing that has 
to be cared for, as untrained workers may be careless in allow- 
ing scraps of materials to pass into the trap. This arrangement 



36 Equipment for Teaching Domestic Science 

does not work well unless attention is paid to training the pupils 
in the care of the sinks. 

The best material on the whole is porcelain. An iron sink 
enameled is fairly desirable, though liable to crack. It is better to 
use a sink of the commercial type, rather than to have a sink, 
either zinc or slate, fitted into the work table. This latter arrange- 
ment does not allow for open plumbing, while the former does. 

Nickel plate is a good material for all the sink attachments. A 
faucet permitting a continuous supply of water should be selected, 
since this allows for thorough flushing of the traps and also 
will furnish power for running a knife cleaner or some other 
mechanical device. The danger from flooding may be avoided 
by an overflow opening. 

The trap should be of the S variety, easily opened for cleans- 
ing. The strainer over the trap should be fine. 

A drain board is often provided for a large sink at the side of 
the room. If this is of wood, however, it is extremely hard to keep 
clean. A porcelain drain board is expensive, and needs always to 
have a cloth placed upon it when dishes are drained on it. A 
small kitchen table beside the sink, covered either with zinc or 
table oilcloth, is much less expensive and on the whole more 
cleanly, if not quite so convenient. 

The prices range according to style and size from $25 to $80. 
Secondhand porcelain sinks may be purchased for from $3 to 
$6. This price is quoted in New York City, March, 1909. 

V. Shelves and Cupboards 

A good supply of shelf, cupboard room, and drawers adds 
much to the convenience of the laboratory. It is almost impossi- 
ble to say just how much these articles should cost. The amount 
of space devoted to these fittings must yary greatly with the 
amount of wall space available. Then the lumber and carpenter 
work vary greatly in different parts of the country. The follow- 
ing suggestions, however, may prove useful. 

Shelves may be made of packing boxes to accompany the 
cooking tables made of the same kind. (Fig. 40.) A ready-made 



The Cooking Laboratory 37 

kitchen cupboard is furnished at house furnishing stores, that is 
not expensive and that may be used where no great amount of 
space is necessary. These ready-made cupboards have the ad- 
vantage of doors which keep out dust. (Fig. 30.) Then, again, 
a carpenter can construct open shelves of some cheap wood which 
may be stained or painted and a curtain of washable material hung 
in front. 

The next step in advance is the closed cupboard with glass 
doors the whole length, or with glass doors above, cupboards and 
drawers below. The woodwork may be either a painted wood or a 
better grade of wood with the natural finish. Shelves should be 
provided of varying widths; wide shelves or cupboards deep 
enough to hold large utensils, say, six-quart kettle or a steam 
cooker. A cupboard too deep or a shelf too wide, however, 
wastes space. A set of narrow shelves wide enough for a small 
jar economizes space and time. If several rows of jars are set 
upon a deep shelf it is not easy to find those that stand behind and 
it is difficult to keep the jars in order. There should be graded 
spaces between the shelves. This can be arranged for by having 
the shelves movable, unless it is determined beforehand just what 
articles are to stand upon the shelves. 

Prices 

Packing box shelf, 13 x 27 x 41 >^ in., stained, with curtain rod and 
washable curtain (see Fig. 46) $0.50 

Open shelves, washable curtain (carpenter estimate. New York City, 
Jan. 1909), (per running ft.) 15 

Cupboard, 40 x 15 x 72 in., furnished by a department store (see 
Fig. 36) 9.75 

Cabinet, in pine, stained, I7>^ in. long x 16 in. deep x 8 ft. 8 in. high 
(Estimate for town in Ontario, furnished by Macdonald Insti- 
tute) 70.00 

VI. Other Fittings for the Cooking Room 

It is well, if possible, to have a blackboard on the wall; if a 
movable blackboard, either hanging or standing on the floor. 

Where hot water is not supplied and where there is gas in the 
building, it is necessary to have a gas water heater in the room. 



38 Equipment for Teaching Domestic Science 

Many designs are furnished by gas supply companies, and a good 
one can be bought for about $10. If there is no gas and no hot 
water, a water back should be connected with the coal stove. If 
these arrangements are all impossible, a large pail should be pro- 
vided where a sufficient amount of water can be heated on the 
stove. 

Supply Tables. It is necessary to have somewhere in the room 
a table for supplies, which may also be used by the teacher. 

If space allows, it is well to have two tables, one devoted 
entirely to the teacher's use. An ordinary kitchen table will, of 
course, serve for the former, which may be left unfinished, or 
covered with a kitchen oilcloth. A convenient table for the 
teacher, especially if she demonstrates, is one of the ready-made 
tables with drawers underneath for utensils and some provisions. 
One of this type can be obtained for from $5 to $6. Where the 
rooms are large and not near the source of supplies, it is well 
to have the supply table on rollers. This may have a shelf 
underneath. 

Rolling table, soft wood, one shelf underneath, top and shelf 
zinc-covered, 36 inches long by 27 inches wide by 32 inches high, 
cost in New York in 1906, $8. A rolling table, oak, one shelf 
underneath, 37% inches long by 17 }i inches wide by 31 inches 
high, cost in New York in 1902, $36. 

Refrigerators, These range in style and price from the small 
and inexpensive ice box to the expensive patterns with many com- 
partments and very fine finish. The size of the refrigerator de- 
pends, of course, upon the amount of work done in the kitchen. 
The large refrigerator, of course, makes it possible to keep sup- 
plies over from day to day and class to class, when these are 
meeting frequently. The prices range from $5 to $75 upward. 
A refrigerator of the latter size gives space for materials for 400 
students a week. Pains should be taken to select a refrigerator 
constructed on good principles, if possible with a tiled or enameled 
lining. There are many of these on the market, well packed to 
save ice and well ventilated. The discount from the printed price 
is always large to any school. A good refrigerator well cared for 
is an excellent object lesson. 



The Cooking Laboratory 39 

Plate Warmers. Where steam heat is available a plate warmer 
may be installed which will also serve as a bread raiser. Plate 
warmers are furnished by radiator companies for use in dining 
rooms, or a plate warmer can be constructed of sheet iron by a 
local plumber. 

VII. Utensils 

Great care needs to be exercised in the selection of utensils for 
school use, since the success of the work depends so much upon 
having the right tools at hand. It is not economy to buy poor 
utensils. It is better to have one knife with a good edge than two 
cheaper ones bought from the ten-cent store. It is also better, 
where funds are low, to have one good knife rather than an in- 
ferior knife and an apple corer. Few people recognize the fact 
that a good knife is an indispensable kitchen tooL 

In general, utensils should be selected that are easily kept 
clean, without seams, angles and cracks where the food easily 
collects. Many utensils and dishes that are attractive to the eye 
are found lacking in these requirements. It is well to discover 
whether a pitcher will pour, before it is purchased. A coffeepot 
with a lip rather than a spout is not only labor saving, but fur- 
nishes better coffee, since the long spout is often imperfectly 
cleaned. 

Materials, On the whole, some kind of enamel ware is the 
best for most utensils ; the attractive white enamel does not wear 
so well as some of the darker colors. Poor tin is not economical, 
as it does not wear well. The enamel ware is good for measuring 
cups, plates, pitchers, saucepans, and those utensils used where 
the heat is not too intense. Frying pans should be of iron or steel. 

Earthenware should be used when possible for bowls and jars, 
and the heavier kind for certain cooking processes, as in the bak- 
ing of pop-overs, puddings, and the slow cooking of meat and 
other food in the oven. 

Sizes. For individual work the utensils should not be too 
large ; a pint bowl, pint saucepan, and a double boiler holding a 
quart are large enough. Some large utensils, both kettles and 
pans, are, of course, to be provided for group work. It must be 



40 



Equipment for Teaching Domestic Science 



remembered that no two teachers will select identical sets of uten- 
sils. The following list is intended to give what may be called a 
fair average ; this could be used in high-school work as well as in 
elementary-school work. Such a list would form part of an equip- 
ment costing, say, from $400 to $500 or more. It would need to 
be cut down for an equipment costing from $200 to $300. In 
cutting down this list fewer articles could be furnished to each 
pupil and a number of utensils could be omitted, as, for instance, 
the set of larding needles. The ice-cream freezer can be omitted 
and the homemade variety substituted — a large tub and tin pail 
or wooden pail. 

Suggested List of Utensils 





One for Each Pupil 






(*Two 


Each) 






Sise 


Material 


Price 


Bowl* 


I qt. 


Earthen 


$0.16 


Bread board 


Small 


Wooden 


.45 


Dover beater 






.10 


Egg beater 


Medium 


Wire 


.05 


Frying pan 


Small 


Iron 


.15 


Kitchen fork 




Steel, wooden handle 


.15 


Kitchen knife 




Steel, wooden handle 


.15 


Mat 


8 in. sq. 


Asbestos 


.05 


Measuring cup 


Half-pint 


Tin 


.05 


Mixing spoon 


Medium 


Wooden 


.06 


Pan 


Small 


Granite 


.22 


Pepper shaker 




Glass 


.15 


Plate 




Granite 


.18 


Pop-over cup 




Earthen 


.05 


Salt shaker 




Glass 


.15 


Saucepan with cover 


I pt. 


Granite 


•30 


Spatula 


Medium 


Steel 


.24 


Tablespoon 




Plated 


.25 


Teaspoon* 




Plated 


.15 


Vegetable knife 


Steel, wooden handle 
Cost per pupil 


.15 




$3.21 




For 20 pupils 





$64.20 



The Cooking Laboratory 



41 



One for Two Pupils 
(tOne for Each Preferred) 





Size 


Material 


Price 


Biscuit cutter 




Tin 


$0.15 


Bread pan 


Medium 


Tin 


.25 


Coffeepot 


I pt. 


Granite 


.25 


Colander 


Medium 


Tin 


.38 


Dishpan 


Small 


Granite 


.75 


Double boilerf 


I qt. 


Granite 


.50 


Grater 


Small 


Tin 


.08 


Potato masher 


2 


Wire, wooden handle 


.10 


Rinsing pan 




Granite 


.50 


Rolling-pin 




Wooden 


.15 


Scrubbing brush 


Small 


Wooden back 


.05 


Skimmer 


Small 


Tin 


.04 


Strainer 


Medium 


Tin 


.15 


Teapot 


I pt. 


Earthen (Japanese) 


.25 


Vegetable brush 


Small Wooden back 
Cost for 2 pupils 


.05 




$3.65 




For class of 20 






One for Four Pupils 




Apple corer 




Tin 


$0.10 


Bowl 


3qt. 


Earthen 


.15 


Chopping bowl 




Wooden 


.15 


Chopping knife 




Steel 


45 


Muffin pan, deep 


8 in. pan 


Block tin 


.40 


Nutmeg grater 




Tin 


.04 


Pitchers 


I and i^ pts. 


Earthen .10, 


.15, .25 




I, 2, and 3 qts. .40, .55 (2 
Cost per 4 pupils 


LV.) .29 




$1.58 




For class of 20 






One for Ten Pupils 




Baking dish 


3 pts. 


Earthen 


$0.18 


Cake pan 


Medium 


Tin 


.50 


Double boiler 


2 qts. 


Granite 


I.OO 


Griddle 


Medium 


Steel 


.60 


Griddle cake turner 




Iron 


.05 


Kettle 


4 qts. 


Granite 


1.50 


Lemon squeezer 




Glass 


.05 



$36.50 



$7.90 



42 



Equipment for Teaching Domestic Science 





Sise 


Material 


Price 


Saucepan 


2 qts. Granite 

Cost per 10 pupils 


$0.65 




$4.53 




For class of 20 






One for Twenty Pupils 






(*Two Preferred) 




Bread knife 




Steel 


$0.49 


Can opener 






.10 


Cleaver 




Steel 


75 


Coffee mill 






.83 


Coffeepot 


2 qts. 


Granite 


.85 


Corkscrew 






.25 


Flour sifter 




Tin (revolving handle) 


.15 


Fruit jars, 2 doz. 


H Pt. 


Glass (lightning) 


2.24 


Frying kettle* 


Large 


Iron 


1.88 


Funnel 


Medium 


Tin 


.15 


Ice-cream freezer 


3 qts. 




2.00 


Jelly glasses, 2 doz. 




Glass (tin covers) 


76 


Knife sharpener 


Wheel 




300 


Larding needles, set 




Steel 


.59 


Measure 


I pt. 


Tin 


.15 


Measure 


I qt. 


Tin 


.25 


Meat knife 


Medium 


Steel 


1. 00 


Pudding mould* 


3 qts. 


Tin 


.39 


Scales (spring) 


To 12 lbs. 




1.25 


Steamer* 


Medium 


Tin 


1.50 


Strainer 


I qt. 


Wire 


.30 


Teakettle 


Large 


Granite 


1.30 


Toaster 


Medium 


Wire 


.25 


Tray 


Medium Japanned 
Articles for Holding Provisions 


.35 






I bin 


Large 


Metal, made to order 


$2.00 


6 covered jars 


4 qt. 


Earthen 


1.20 


6 covered jars 


6 qt. 


Earthen 


1.80 


I doz. Jap. lid jars 


I qt. 


Glass 


2.00 


I doz. Jap. lid jars 


2qt. 


Glass 


3.60 


I doz. screw-top or 


glass- 






stoppered jars 


I pt. 




3.00 


Labels of different sizes 




1. 00 



$9.06 



$20.78 



The Cooking Laboratory 

Size Material 
I large wire box (like cheese 

box) 
As much cupboard and closet room as possible 

Towels, etc. 

40 dishcloths J4 yd. Linen 

50 dish towels i yd. Linen 

6 roller towels Linen 


43 

Price 

$5.00 


$19.60 

$2.00 
7.50 
1.80 




- — ■ ■ 11 . JU 


Total cost of utensils for class of 20 


tl60AA 



VIIL Equipment for Housework 

A list of articles is appended which is sufficient for the ordi- 
nary school kitchen. For the class teaching in housework, a larger 
number of articles has to be provided. It is possible, however, in 
an elementary or high-school class to have the cleaning of the 
room treated as group work, which of course reduces the number 
of articles of any one kind. 

Blacking brush $0.25 

Broom 35 

Cheesecloth dusters ( 10) 50 

Dustpan 25 

Floor brush 35 

Lamp cloths (2) 15 

Mop and handle 40 

Pail, indurated fiber 30 

Scrubbing brush 30 

Whisk broom 20 

Window cloths, cleaning cloths, etc i.oo 

$4.05 
IX. Apparatus for Scientific Experiment 

It is well in a school kitchen to have a few articles such as are 
used in a chemical or physical laboratory, of the simple and inex- 
pensive kind. These are useful in performing simple experiments, 
and do not occupy a large space for storage. In the University of 
Wisconsin a table for chemical experiment is placed at the side of 



44 Equipment for Teaching Domestic Science 

the room. This is certainly a convenient arrangement where the 
work in cookery is on a scientific basis. The list appended is for 
school kitchens. 

I doz. 4 oz. beakers glass. $i.8o 

I doz. 6 oz. beakers glass, 2.00 

1 doz. yi pt. flasks glass, 2.15 

2 doz. nests test tubes (4, 5 and 6 in.) glass, 1.92 

I doz. 2 in. watch glasses .35 

I microscope (either American or German imported duty free by- 
schools) 27.00 

$35-22 
X. Illustrative Material and Books 

In domestic science work the materials ordinarily used may be 
classed as illustrative material ; but in addition to this, the work is 
enriched by the use of charts and specimens. 

Charts would include those that have to do with the nutritive 
and economic value of foods and those that show the different cuts 
of meat. Of the former there are very few ready-made on the 
market. A small colored Register of Foods may be obtained from 
Whitcomb & Barrows, Huntington Chambers, Boston; and they 
also have on sale charts used on the Continent of Europe and in 
England. Other meat charts may be obtained from Pratt Insti- 
tute, Brooklyn, New York. Meat charts and photographs of meat 
cuts are furnished by the Museum, Teachers College, Columbia 
University. A series of fifteen nutrition charts has been prepared 
under the supervision of Dr. Langworthy, Office of the Experi- 
ment Stations, Department of Agriculture. These may be obtained 
for $1 prepaid, from the Superintendent of Documents, Wash- 
ington, D. C. They may be mounted for about 35 cents each by 
some firm that does this kind of work. Homemade charts may 
be prepared from cuts in the Bulletins of the Department of 
Agriculture and other pamphlets by using a device for enlarging 
drawings, known as the pantograph. These drawings can be 
made on cloth or paper, outlined in either oil or water color, 
the surface washed over if desired. If made of cloth they are 
easily rolled or folded, and may be carried from school to school. 



The Cooking Laboratory 45 

Pictures illustrating the production and manufacture of food 
materials may also be neatly mounted upon cloth and hung in the 
schoolroom or carried from place to place. 

Specimens of foods and laundry materials may be placed in 
jars or bottles, labeled and kept upon shelves, thus forming a small 
household museum. Specimens may often be obtained from large 
manufacturers, as, for instance, manufacturers of cocoa and of 
flour, who have on hand sets of specimens for schools, which may 
be obtained free of charge or at very slight cost. An attractive 
exhibit of some one kind of food material is made by mounting 
small bottles containing the materials on a large and heavy card, 
which may also have pictures pasted upon it. Specimen cards of 
this latter kind are in use abroad, and may be obtained from 
French and German dealers ; but these are costly. The home or 
school-made variety is equally useful and costs very little. A card 
with pictures of several varieties of cereal and with specimen 
bottles of typical forms of cereals is interesting to older pupils 
as well as to children. 

If the school library does not contain suitable reference books, 
at least a few should be provided. The list should include a 
standard book on physiology and hygiene, chemistry of foods 
and nutrition, and physics. The Library of Home Economics, 
published by the American School of Home Economics, Chi- 
cago, 111., affords an excellent set of references. To these should 
be added the Farmers' Bulletins, to be obtained from the De- 
partment of Agriculture, Washington, D.C. Many of the State 
Agricultural Colleges publish bulletins on food and sanitation 
that are excellent for reference. 



XI. Student^s Uniform 

In the school kitchens pupils are expected to wear aprons and 
often caps and cuffs. This is one of the difficult details for a 
teacher to control. It is almost impossible to have the aprons, 
caps and cuffs uniform unless they are provided by the school, 
and is is quite difficult to have fresh aprons always on hand. 
Efforts should be made at the beginning of the year to impress 



46 Equipment for Teaching Domestic Science 

upon the children the importance of having the proper outfit and 
of having it properly cared for. The apron should be made with 
a pocket large enough to hold the handkerchief. Sometimes 
these articles can be made in the school, in the domestic art 
classes ; they might even be laundered in the school where there 
is adequate equipment. Lockers or boxes may be provided where 
each child is to keep her cap, apron, and cuffs, and the teacher 
must inspect the folding and putting away and see when launder- 
ing is necessary. 

Teachers differ in their opinion as to the utility of the cap. 
The only cap that is really of any use is one made like a dusting 
cap which completely covers the hair. A small cap is useless 
and therefore an unnecessary article. If none is worn, the 
teacher must then see that the hair is always neat and tightly 
done for the cooking classes. 

In college classes a wash dress is necessary. Woolen skirts are 
uncleanly in a laboratory. The extra amount of dirt in a labora- 
tory resulting from the use of woolen skirts would be a surprise to 
one who has not observed closely. The wash dress does cause some 
inconvenience to the students in the matter of cost, and also in the 
matter of changing from the ordinary dress. This difficulty may 
be partly obviated by having the costume white rather than of a 
colored wash material. The custom of wearing the white wash 
waist all through the winter is now so common that the only 
change necessary is from the woolen skirt to a white skirt. Most 
women have some style of white duck skirt; or such a skirt if 
purchased for the uniform will be useful afterward. 

It seems hardly worth while to demand of the adults that the 
dress shall be absolutely uniform, — if white and washable, made 
simply, with the simplest kind of neck arrangements, this is all that 
need be required. Sleeves should not be too long, or should be 
easily turned back. 

The cooking teacher should always wear wash dresses and all 
her appointments, of course, should be immaculate. The white 
skirt may not be possible for the elementary-school teacher who 
goes from school to school, but at least she should go into the lab- 
oratory with a well-brushed skirt and all of her other appointments 
fresh. 



CHAPTER IV 

THE DINING ROOM, LAUNDRY, EQUIPMENT FOR 
HOME NURSING 

I. Dining Room 

The dining room affords an opportunity for a combination of 
comfort, convenience, and beauty. It is often necessary to have 
the furnishing of the school dining room cost but little. This 
necessity results sometimes in a room where the furnishings serve 
the purpose in a practical way, so far as the serving is concerned, 
and yet the room fails to be artistically beautiful. It is worth 
while to take time to select furniture of good lines and to make a 
harmonious color scheme. If the lines and construction of the 
sideboard, table, and chairs are good, the wood need not be costly. 
An inexpensive wood may be stained to harmonize with the walls 
and floor covering. Good colors are now found in many inexpen- 
sive rugs, and the wall need not have anything more expensive 
than the calcimine wash. Washable curtains at the windows, of an 
artistic material, add very much to the attractiveness of the room. 
Pleasing effects may be obtained for little cost. 

In a school where home decoration is taught, the color scheme 
may be worked out either in the art or domestic art department. 
Where there are looms, a rug might be woven for the floor and 
curtains made for the windows. If there is a manual training 
department in the school, even the chairs and tables might be 
designed and constructed in the school itself. 

In the selection of linen there is also an opportunity for the 
domestic art teacher and pupils to assist : and good designs may 
be found even in cheap materials. In the table linen a dotted 
design, known commercially as the "snowdrop," and another, 
the "fleur-de-lis" pattern, are always in good taste. In regard 
to quality, it is economy to buy a good grade of linen. Where 

47 



48 Equipment for Teaching Domestic Science 

funds are very limited a mercerized cotton tablecloth is very 
satisfactory if it is laundered with a little starch in the water; 
it looks better and wears better than the coarse linen filled in by 
the manufacturer to make it appear of a finer grade. In settle- 
ment work or even in rural schools, it is suggested that the white 
table oilcloth should be used. This may, at first, seem undesir- 
able to many teachers, but those who are familiar with conditions 
in our large cities know that a clean table oilcloth is better than 
none, or than a soiled red table cover. In the country it would 
be a boon to some housekeepers to know that white table oilcloth 
may be used instead of a cloth that needs constant washing. A 
table covered in this way and neatly set is really very pleasing. 

The art department should lend its aid in the selection of 
dishes. In buying these it is well to select those which are known 
as open stock, from which single dishes may be bought when it is 
necessary to replenish the stock. In the china there should be no 
very strong color, as this allows for variety from time to time in 
the table decoration. White china with a raised pattern, or with a 
simple band of gilt is good, because any color in the table decora- 
tion may be used with it. Since the china is not used so constantly 
as in the home dining room, a cheaper grade of china with a gilt 
band will wear for some length of time. 

The following list of articles is merely suggestive. Dining 
room tables and chairs may be bought for even less than the price 
indicated, though it would perhaps be better, where strict econ- 
omy is necessary, not to attempt to buy a cheap dining room table, 
but to use a good kitchen table. This would be entirely feasible 
where the table is set in the cooking room. 

Fewer dishes could be bought than the list indicates, for the 
table is seldom set for more than six or eight. It is well to have 
as many as a dozen of each to allow for breakage, or for the occa- 
sional serving of a larger number of people. Tfiis list would be 
very insufficient for elaborate serving. 

A few pictures of dining rooms are appended in Figs. 28, 37, 
38, and 39. The illustration of the table in the temporary room 
at the University of Nebraska shows how pleasing an effect may 
be obtained with simple furnishing. One of the most beautiful 



Dining Room, Laundry, Equipment for Home Nursing 49 

dining rooms in the country is that of Pratt Institute, Brooklyn, 
New York. 



Articles for Setting the Table and Serving 





Size 


Material 


Price 


Table felt 






$1.50 


Dining room table and chairs 


Oak 


20.00 


3 tablecloths 




Linen 


7.50 


2 doz. napkins 




« 


5.00 


I doz. doilies 




<e 


3.00 


I doz. bowls (for cereal) 


Small 


China 


1.80 


I doz. cups and saucers 


Tea 


it 


1.80 


I doz. cups and saucers, A. D. Coffee 


(( 


1.50 


I doz. dinner plates 




u 


1.20 


I doz. soup plates 




« 


1.20 


I doz. tea plates 




u 


1. 00 


I bread plate 




(C 


.25 


2 covered vegetable dishes 


Medium 


tt 


.75 


2 uncovered " " 


Medium 


tt 


.40 


I platter 


Large 


tt 


1.20 


I 


Medium 


tt 


.60 


I 


Small 


it 


.40 


I salad dish 


Medium 


tt 


.44 


I doz. sauce dishes 


« 


tt 


.75 


I teapot 


« 


tt 


.69 


I cream pitcher 


« 


tt 


.15 


I sugar bowl 


(t 


tt 


.35 


I fruit dish 


tt 


Glass 


.50 


yi doz. salt shakers 


Small 


Glass, silver top 


1.20 


% doz. pepper shakers 


« 


Glass, silver top 


1.20 


2 doz. teaspoons 




Silver plated 


5.00 


I doz. dessertspoons 




Silver plated 


3.00 


J^ doz. tablespoons 




Silver plated 


2.50 


iH doz. knives 




Silver plated 


4.00 


Ij4 doz. forks 




Silver plated 


5.00 


I doz. tumblers 




Glass 


.60 



II. The Laundry 



$7448 



The teaching of laundry work is not common in the public 
schools of this country, nothing more being taught as a rule than 
the v^ashing of towels in the school kitchen. In a few of the 



50 Equipment for Teaching Domestic Science 

manual training high schools there are well-equipped rooms for 
laundry work, and a number of training schools for teachers give 
brief courses. 

In the schools and also the summer vacation schools of New 
York City there is work in laundering, and in some settlement 
schools. (Figs. 34 and 35.) 

In England and on the Continent, even in the elementary 
schools the laundry work is made almost as prominent as the 
cookery. As much space is given to the laundry equipment and in 
some cases as much time. It would seem well if in the United 
States at least enough lessons could be given to teach the first 
principles of laundering. Opportunity is afforded for the applica- 
tion of certain principles of chemistry when studying the differ- 
ence between hard and soft water, bluing and soaps, and chemicals 
for the removal of spots and oil. In our large cities there is 
certainly need to teach good laundry methods. 

Portable Equipment No, i. Designed and used by Miss Mary 
Beals Vail^ formerly of Teachers College. (Figs. 31, 32, and 33.) 

An equipment such as is given in the appended list was in use 
for a number of years at Teachers College, Columbia University, 
with a somewhat larger number of articles. The work was done 
in the school kitchen and as many as 12 or 15 pupils worked at one 
time. In the high-school classes the pupils laundered shirt waists, 
as well as articles easier to do up. College classes had courses of 
15 lessons, two hours each, including all the simple processes of 
laundering, and even some fine starching. 

The articles laundered were dried on portable wooden horses. 
In the college classes experimental work was done in the use of 
washing machines, electric and denatured alcohol irons ; but the 
variety of articles given is sufficient for elementary and high- 
school work. 

Equipment for Class of Eight 

a. Articles that are a usual part of a school kitchen equipment: 

I agate soap cooker $0.65 

I agate double boiler for starch 1.03 

I teakettle 97 

I dish pan, 14 qts 6^ 

$3.28 



Dining Room, Laundry, Equipment for Home Nursing 51 

I yellow earthenware bowl, i qt $0.12 

I yellow earthenware bowl, 2 qt 16 

1 yellow earthenware bowl, 4 qt. 25 

8 yellow earthenware bowls, i pt. at 5c 40 

2 tin measuring cups, Yz pt. at loc 20 

6 tablespoons at 7c 42 

6 teaspoons at 5c 30 

8 case knives 50 

I wooden spoon 05 

I towel roller .10 

3 roller towels (7J4 yds. at i2Hc) 88 



$3.33 
Less 10% ,2>Z 



$3.05 

$6.33 
h. Necessary articles to be purchased: 

I large fiber tub $0.83 

12 small fiber tubs at 60c 7.20 

1 fiber pail 23 

Net price (less discount) $8.26 

4 flatirons, 7 lb. at 55c $2.20 

4 flatirons, 6 lb. at 45c 1.80 

8 flatirons, 5 lb. at 32c 2.56 

8 flatirons, 4 lb. at 40c 3.20 

8 Troy polishers at 45c 3.60 

2 flounce irons at 56c 1.12 

8 iron stands at 5c 40 

8 iron holders (asbestos) at 4c 32 

1 large wringer, "Universal" 4.25 

2 small wringers at $2.50 5.00 

I tin dipper 20 

I oval clothes basket 1.25 

1 oval boiler 1.25 

6 benches (4 ft. long) at 90c 5-40 

8 skirt boards at $1.50 12.00 

(with folding supports, uncovered, 4^ ft. long.) 
8 small washboards at 40c (% usual size, special order) 3.20 

2 clotheshorses at 88c, 4 ft. high, fourfold 1.76 

I fringe brush ^z 



52 Equipment for Teaching Domestic Science 

3 soft brushes at 38c $1.14 

3 whisk brooms (sprinklers) at i8c 54 

100 ft. clothesline 90 

Clothespins 10 

Safety and toilet pins 25 

I yd. white flannel 40 

10 yds. cheesecloth at 4c 40 

Skirt board covers, 10 yds. unbleached cotton @ 8c 80 

4 yds. cotton felting (54 in. wide) at 50c 2.00 

$56.67 
Less ia% 5.66 



$51.01 

$59.27 
Kitchen utensils if purchased 6.ss 



Total cost of equipment $65.60 

Smaller white oval tubs may be used instead of the brown fiber 
ones with little difference in price. With these the toy washboards 
are large enough. Tables may be found better than boards, espe- 
cially as the adjustable supports for the boards are seldom firm 
when set up. Boards of four feet would be amply long for chil- 
dren. If the room to be used for a laundry does not contain a 
stove and running water, both would have to be provided at in- 
creased cost. If economy must be practiced, one wringer will be 
sufficient and but one small tub for each girl ; this would make but 
five benches necessary. Flatirons may be purchased at 6 cents 
per pound, except for polishers and flounce irons. The polishers 
may be dispensed with if no thick starch work is to be done. 
Flounce irons are a luxury. 

c. Supplies : 

3 doz. small bars Ivory soap @ 50c $1.50 

Starch 30 

Bluing 25 

Beeswax or paraffin 40 

Borax .20 

Ammonia 20 



Dining Room, Laundry, Equipment for Home Nursing 53 

White wine vinegar $0.10 

Salt .05 



$3.00 



Portable Equipment No, 2, Boardman School, New Haven 
High School, New Haven, Conn. Designed and used by Miss 
L. Ray Balderston. 

I wringer 4 bosom boards 

1 polishing iron i sleeve board 

2 doz. irons 7 or 8 ironing boards 
4 washboards i clotheshorse 

4 washtubs Clothesline 

2 benches, folding 

The kitchen laboratory was used for the classes. Clothes were 
hung in the kitchen to dry if there was no afternoon class follow- 
ing ; otherwise, they were hung in the science lecture room, a small 
room which was used for Home Nursing, Waitress Work, and for 
Food Lectures. The benches and tubs were kept in the toilet room 
adjoining and the smaller things in the kitchen pantry. The in- 
structor's end of the room was used for washing, while the ironing 
was done by laying skirt boards on table tops or across on inside 
of horseshoe. The irons were heated on the burners at the desk. 
The washing of one week was the ironing of the next. 

All kinds of garments were washed by the students, who 
brought them from home. The shirt, collar and cuff lesson was 
demonstrated by an expert laundress. The class was composed 
of seniors, and always constituted one-half the senior class, no 
matter the number. The last class taught in the room had twenty- 
six members. A colored woman, who was an expert laundress, 
acted as assistant. 

Stationary Equipment. Where the equipment is stationary, a 
room or rooms should be devoted to laundry purposes only. It is 
essential here to have the floor of a material that can be most 
thoroughly cleansed. Although it may be fatiguing to the work- 
ers, the floor should be of either tile or cement. Those who are 



54 Equipment for Teaching Domestic Science 

working in the laundry should be required to wear rubber heels at 
least, if not rubber soles. The floor should be slightly slanted, 
with a drain at the side or in the corner so that the floor can be 
flushed with either hose or buckets of water. The wall also should 
be washable its entire height. The tubs should be seamless, and 
therefore porcelain is the best material. The color of the tubs 
should be white. A buff porcelain tub makes it impossible to judge 
when the clothes become clean ; and it is difficult to decide upon the 
shade of the bluing water. 

One of the best equipped laundries for college work is that at 
Macdonald Institute, Guelph, Canada. A well-equipped laundry 
is to be found at the Manual Training High School, Saginaw, 
Mich. Appended find the equipment used at the Macdonald 
Institute (see also Fig. 36). The laundry in the School for 
Household Arts, Teachers College, Columbia University, has 
an equipment for hand work, and also a small equipment of 
machinery such as is used in a steam laundry. This laboratory 
is used by those who are in training as teachers and also for 
institutional and hospital workers. 

Laundry Classroom, Macdonald Institute 

12 tables — combination of settee and ironing table with a box seat 
which holds all the ironing blankets, sheets, etc. Top is cypress 
wood, and the body of birch and hard wood. Bought unfinished 

for $99.00 

(Finished by the college painter.) 

2 supply tables — oak with white wood tops 12.00 

Mangle 16.00 

Gas plate, 3 burner 4.25 

Table, zinc-covered, for gas plate 3.75 

Washing machine, 19th Century 14.00 

Washing machine, Knoll 8.00 

Table, common table 2.75 

Small equipment 1 18.25 

Total $278.00 

The above does not include the cost of the steam dryer, the 
twelve crockery tubs and their stands, nor the gas fittings and 
plumbing, which were part of the building contract. 



Dining Room, Laundry, Equipment for Home Nursing 55 

III. Home Nursing 

The following list of articles has been used in a class for home 
care of the sick. It has already been suggested that this work may- 
be taught in class rooms if there is a space at one end or at the side 
of the room where a bed can be placed. All the small articles may 
be kept in a case or cupboard at the side of the classroom. This 
arrangement means, of course, that there must be a place where 
the bedstead and spring may be stored. If there is no room avail- 
able for this purpose, and if the expenditure of $16 is too much, 
a large doll's bed will answer the purpose very well, a large doll 
being the patient. Where there is a suite of rooms, the bedroom 
is, of course, available for a part of the home-nursing work. 

Suggested Equipment 

Bedstead, steel frame, white enameled, woven wire spring $6.00 

Mattress, sanitary, woven hair 10.00 

Hair pillow i.oo 

Feather pillow 75 

6 cotton sheets 5.00 

4 cotton pillow slips 60 

1 bedspread 2.00 

2 single blankets 4.00 

Mackintosh, lyi yds 1.13 

Hot water bag 90 

Fountain syringe 1.50 

Davidson syringe 75 

Muslin bandages (7 yds. muslin) 35 

Gauze bandages 

Samples of material for flannel bandages 

Samples of material for plaster bandages 

Samples of material for rubber bandages 

Absorbent cotton 10 

Oiled muslin 25 

Rubber tissue 25 

Bed tray i.oo 

Bed rest 2.00 

Hot water plate 75 

Feeding cup 20 

Drinking tube 02 

Medicine bottles, poison, etc 25 

Medicine dropper 02 



56 Equipment for Teaching Domestic Science 

Medicine glass, graduated $0.25 

Minim glass 75 

6 oz. graduated glass 50 

Eye bath 20 

Eyelid rod 06 

Probe SO 

Forceps 

Scissors 1.25 

Thermometer, clinical 1.25 

Thermometer, bath 10 

Foot tub i.oo 

Fomentation wringer and flannels 

Flaxseed 

Flaxseed meal 

Mustard 



$44.68 



CHAPTER V 
THE PURCHASE AND CARE OF EQUIPMENT 

Purchase, A knowledge of the market and of economical 
methods of buying is essential to success in the purchasing of an 
equipment. 

The plans and lists need to be worked over and over again, to 
determine how to divide the budget wisely among the different 
parts of the equipment. It is not often that funds are so ample 
that the teacher can have what she considers ideal ; the problem 
then is to decide where to retrench without crippling the work. 

In order to avoid freight or express rates it is usually best to 
purchase from a source of supply near the school. In some cases 
it is possible to obtain better discounts and also a better grade of 
articles at a distance. It is best always, if possible, to see the 
articles to be purchased ; but many firms now issue illustrated 
catalogues, and if the firm is known as reliable it is perfectly 
safe to order by mail. 

In the case of stoves, large discounts may be obtained from the 
manufacturer, and one often gets a better article by purchasing of 
some large and well-known firm. Sometimes the firm pays all the 
transportation rates. A discount is usually given by all firms sell- 
ing to a school, especially if the quantities are large. 

The method in which the funds are handled is, of course, de- 
cided by the school authorities, and the teacher can do nothing but 
follow the plan given her. It is necessary that she should keep an 
accurate account of everything purchased, for her own use and 
convenience, at least; and she will probably be required to do so 
by the authorities in order that all bills may be verified. 

Care of Equipment. It is the duty of every instructor in 
charge of domestic science laboratories to be responsible for the 
best possible use of the whole equipment. If there are maids to 
do a part of the work, they should be taught the best methods 

57 



58 



Equipment for Teaching Domestic Science 



for cleansing all parts of the rooms and all the equipment. If 
the bulk of the work is done by the pupils, all heavy work being 
left to the janitor, then the housework must not be neglected for 
the cooking, the laundering, or whatever the regular class work 
may be. It is in this matter of housework that the short hours 
allowed in the school program make the work of the domestic 
science teacher difficult. Many cooking processes cannot be 
hurried, and if anything is neglected it is too frequently the 
cleaning and the general housework. This is ruinous to an 
equipment. With proper care the wear and tear of the equip- 
ment means but very little in dollars and cents per annum; but 
hurried and careless dishwashing and the slovenly cleaning of 
tables and sinks tend to deterioration in every part of the equip- 
ment. Pupils should be made to understand, at the beginning 
of their work, that the housework is of supreme importance. 
In addition to the daily and weekly care, there are also other 
duties in connection with the care of the equipment. 

Inventory. A careful inventory should be taken at least once 
a year. All articles should be removed from drawers, cupboards, 
and closets; articles separated from each other, each kind being 
placed by itself, and these articles should be counted and listed. 
This is also the time to inspect each article to see which are 
to be discarded, which are to be replaced, and which need extra 
cleansing if work has been careless. It is hardly possible with un- 
trained workers to find utensils in perfect condition. The inven- 
tory should be kept either in books or in a card file. The card file 
makes it possible to change the inventory from time to time as new 
articles are added or old ones discarded. A tin or wooden box 
equipped with cards, with alphabetical guides, may be obtained 
from any office furnishing company. A card should be given 
to each kind of article with the name, material, size, price, place 
and date of purchase listed, also number in stock. One card will 
last for ten years, using a line a year. 

Storing of Equipment When Not in Use, If the school 
kitchen is not used for the summer months, great care is neces- 
sary to avoid deterioration. All articles should, of course, be 
thoroughly cleansed and made perfectly dry. Stoves should be 



The Purchase and Care of Equipment 59 

covered with paper, and nickel-plated attachments coated thinly 
with vaseline. Unless the building or the climate is damp it is 
not necessary to do more than to wrap utensils in papers, though 
it is a good plan to coat cutlery thinly with vaseline. 

In a school kitchen, in one of our large cities, one of the in- 
structors has trained the children each year by having them assist 
in the work of putting away all utensils. In the fall she gives her 
first lesson in housework by having the pupils clean the kitchen, 
take out all the utensils, wash them, and put them in place. This 
might be possible in almost any school. If there is any amount of 
equipment it is a heavy task for one person. 

Unless the janitor of the building can flush the traps from time 
to time during the summer, they should be filled with rock salt 
after a thorough cleansing with hot water and soda and complete 
flushing. 



CHAPTER VI 
TOTAL COST OF EQUIPMENT 

A STUDY of the material presented shows that the total cost of 
equipment may vary from one hundred dollars to several thousand. 
For $500 a room may be well equipped for twenty pupils. This 
allows a cooking table with drawers built in, an enameled sink, 
two stoves, good designs for the individual stoves, a liberal 
supply of small utensils, and plain dining room fittings. The 
data given show that the tables and the stoves may be made the 
most costly part of the kitchen equipment. The varying costs of 
labor and material in different sections of the country and the 
fluctuations of the market from year to year make it impossible to 
give a total cost that will fit any actual situation exactly. 

The following list is given as an approximate estimate. This 
does not, however, exactly represent any one equipment in actual 
use. 

School Equipment for Five Hundred Dollars 
Twenty pupils 

Cooking tables, single drawer, maple top, ash frame $100.00 

20 small stoves, burners and tubing 30.00 

20 stools 10.00 

2 gas ranges 37.00 

I refrigerator 15.00 

1 porcelain sink 25.00 

2 kitchen cabinets 1950 

Utensils 160.00 

Dining room table and chairs 20.00 

Linen and china 30.00 

Home-nursing equipment 10.00 

Supply table .* . 8.00 

Laundry equipment 30.00 

Housework equipment 4.00 

Total $498.50 

60 



Total Cost of Equipment 6i 

Following are a number of equipments kindly given for this 
publication by the officials of the schools in question. It will be 
seen that both public schools and higher institutions are mentioned, 
and that the estimates come from different parts of the country. 

Packing Box Equipment 

Designed and used by students, Department of Domestic 
Science, Teachers College, Columbia University. This equipment 
is intended to show what may be done in a district school where 
available funds are limited. (Fig. 40.) 

The number of tables that could be used depends, of course, 
upon the space in the schoolroom. If the space is small, even one 
table would answer the purpose, if the teacher is sufficiently 
ingenious to fit in the work of cooking with her other subjects. 
With a small equipment, two or three children could work at a 
time, say, one or two days a week. 

Packing boxes may be obtained in almost any neighborhood, 
and the painting, carpentry work, and sewing be done by the 
pupils in the school, thus making the cost very low. In the winter 
the heater might be used for cooking, if the top is flat. 

Utensils for Six Pupils 

(Prices, New York City, 1907) Cost 

Individual For one For six 

I white bowl, i qt $0.05 $0.30 

I measuring cup .05 .30 

I granite pan .10 .60 

I saucepan .05 .30 

I tin pail .10 .60 

I steel fork .05 .30 

I steel knife .05 .30 

1 tablespoon .02j4 .15 

2 teaspoons .01^ .10 

$0,491/6 $2.95 

I oil stove .70 4.20 

I asbestos mat .05 .30 

$1,241/6 $7.45 



62 



Equipment for Teaching Domestic Science 



For Class 

3 bread boards $0.15 

I rolling-pin 05 

3 baking powder can tops (for 

cookie cutters) 

I flour sifter 10 

I large frying pan 25 

I double boiler 50 

I qt. kettle 25 

I tea kettle 50 

I broiler 20 

1 garbage can 25 

2 pitchers 25 

2 apple corers 10 

I chopping knife 10 

1 chopping bowl 05 

6 muffin tins at 2c 12 

2 layer cake tins 10 

3 dishpans 45 

3 rinsing pans 30 

I strainer 05 

6 china plates 30 

3 mixing bowls 30 

6 sauce dishes 15 

6 cups and saucers 30 

I coffeepot 25 

I teapot 10 

3 bread pans 15 



quart jars $0.30 

wooden pails with covers . . .30 

dish towels 48 

dish cloths 15 

hand towels 15 

broom 15 

dustpan 05 

brush 10 

scrubbing brush 05 

scrubbing pail 10 

Dover beater 05 

pepper shaker 05 

salt shaker 05 

colander 10 

baking dish 10 

bread knife 25 

coffee mill 25 

corkscrew 10 



$15.50 

Packing box table i.oo 

Packing box cupboard 50 



$17.00 
Large blue-flame oil stove . . 10.00 



$27.00 



Macdonald Institute Rural School Equipment 

Designed by Miss Grace Greenwood, of Macdonald Institute, 
Guelph, Canada (Figs. 41, 42, and 43). An effort has been made 
to carry out the plan of setting up an inexpensive class-kitchen 
equipment to illustrate what may be done in rural schools, or in 
other places where gas stoves, plumbing, and separate rooms are 
out of the question. An equipment of trestle tables, cupboards, 
and utensils has been purchased and installed in one of the rooms 
left vacant by the Manual Training Department. It is suitable 
for individual work with a class of twelve and is now being tested 
by use with a public-school class. Following is a list of the equip- 
ment showing the exact cost of each item : 



Total Cost of Equipment 



63 



12 bowls, brown $0.85 



12 bread tins 

12 teacups and saucers. 
12 tin measuring cups . . 

12 egg beaters 

12 forks 

12 case knives 

12 paring knives 

12 plates 

12 saucepans 

12 tablespoons 

24 teaspoons 

12 wooden spoons 

12 stewpans 

12 strainers 

2 trays 

bowl, yellow 

bowl, " ...... 

bowl, " 

scissors 



•95 

1.25 

1.25 

.30 

.50 

1.25 

1.25 

.85 

1.68 

.50 

.40 

.60 

2.40 

.65 
.80 

.25 

•35 

.45 

1.50 

trestle tables 20.55 



frying pans .90 

tea strainers .15 

match-box stands .24 

emery knife .20 

soap dishes .25 

12 pepper shakers 1.50 

12 salt shakers 1.50 

I bell 50 

4 lemon reamers . .40 

6 stoves, kerosene 6.00 

12 plates, dinner 1.25 

6 plates, soup .60 

4 jugs 60 

I jug 45 



butcher knife $0.30 

French knife " .60 

spatulas .80 

teaspoons .10 

tablespoons .13 

brushes .20 

stove mitts .50 

asbestos mats .20 

corkscrew .25 

egg beaters 60 

wash basins .92 

3 draining pans .69 

4 dishpans 2.00 

6 broilers 48 

3 cake tins .35 

4 graters .40 

3 strainers .75 

24 pattie pans 20 

2 tin dippers .40 

fiber pails .70 

colander .35 

pail, enamel .70 

pan, enamel .18 

tea kettles 2.70 

saucepan .30 

saucepan .25 

saucepan .23 

saucepan .30 

double boiler .85 

kettle, covered .60 

stove (to burn coal or 

wood) 30.00 



Total $100.05 



2 
I 
I 

I 

3 
I 
I 
I 

I 

I 

I 

*i 



The v^hole equipment is attractive, and is capable of modifica- 
tions which will adapt it to the conditions of many schools. The 
Ontario Educational Department offers generous assistance to the 
schools which teach domestic science, and it is hoped this equip- 
ment will encourage the spread of domestic science teaching from 
the cities and towns to the village and rural schools. 

*The above may be replaced by a twenty-dollar wood stove or a ten- 
dollar two-burner coal oil stove. 



64 Equipment for Teaching Domestic Science 

Equipment of Speyer School (Practice School of Teachers 
College, Columbia University) 

Cooking table with drawers for eighteen, eighteen individual 
stoves, two large stoves, utensils, and dining room furniture 
(sink not included). Equipped, year 1902-03. 

Cooking tables $150.00 

Stoves (small) 13.50 

Stools 13.50 

Gas range 17.50 

Coal range 1350 

Dining room 25.00 

Refrigerator 10.00 

Linen and china 10.00 

Burn-ers and tubing, etc 5.00 

Utensils 98.00 

Incidentals 10.00 

$366.00 
Plumbing connection 30.00 

$396.00 
Equipment of Public Elementary School, Jersey City, N. J. 

24 oak tables with one drawer $175.00 

24 gas stoves and one range 40.00 

2 cupboards with shelves only 60.00 

Utensils ^ 125.00 

$400.00 

Kitchen and dining room, now incomplete, will cost between 
$700 and $800. 

Equipment of a Public School in Ontario, Canada 

Furniture $274.00 

Hardware 144.51 

China, crockery, etc 44.87 

Napery, toweling, etc 25.52 

Clock 4.75 

Contract for sink drain boards, gas and water piping, and gas stove 

fittings 137-00 

$630.65 



Total Cost of Equipment 65 

Boston Public Elementary Schools 

Specification of standard cooking room (Fig. 7). "Cooking 
room is to be fitted with a coal and wood box in two compartments, 
each about 24 inches square and 30 inches deep, with hinged Hds ; 
small shelf in one section. Provide work benches fitted with com- 
partments for utensils, bread board, etc. Supply and set Bunsen 
burners with hinged grills over them on aluminum plates at each 
station, and connect up to the outlets left by gas fitter. The 
benches are to have tops of pine, open underneath and supported 
on pipe standard. One section of bench is to be detached and 
fitted as a demonstration bench." 

An approximate estimate of cost of fitting up cooking room, 
as specified above, is as follows : 

28 cooking stoves, hinged grill, aluminum plate arranged for each 
table, about $8 each $224 

I stove, grill, aluminum plate teachers* table 12 

Coal range, gas range, gas heater, soapstone sink, hot water boiler, 
plumbing, connections entire, about 400 

Dresser, case, pupils' tables, demonstration table, pantry, wardrobe 
hooks, teachers' closet, wood box, zinc base under gas and coal 
range and lighting, about 1,200 

Total $1,836 

The utensils for fitting up the school kitchens cost in the 
neighborhood of $125, outside of the equipment. 

Rochester Athenaeum and Mechanics Institute 

(Fig. 52) 

Table: (1900-1901) 

Lumber, screws, drawer, pulls, etc $24-99 

Iron bars and legs 9.99 

Painting iron legs 3-30 

Gas fittings 37-94 

Burners — 30 fixed Bunsen burners 20.00 

Carpenter's time 40-13 

— $136.35 

I cabinet Eclipse range, 4 burners, elevated baking, broiling and 
warming oven 40.00 



66 Equipment for Teaching Domestic Science 

I Eclipse range, i6-inch square ovens $17.00 

I Red Cross Victor range, elevated closed warming oven and 

gas extension 46.00 

I porcelain sink, $45, with 20% discount* 36.00 

1 porcelain drain, $22, with 20% discount* 17.60 

Utensils in 17 drawers @ $2.47 (see detailed list below) 41-99 

17 stools @ 60C 10.20 

2 kitchen tables @ $1.65 3.30 

I garbage can, white enamel, covered 1.94 

China closet with glass doors, 3 sections. Lower sections, two 

closets with doors and one section with 5 drawers 27.20 

Pantry closets, 4 sections. Upper sections with sliding glass doors ; 
lower sections, counter top, closets with door 53.8o 

$431.38 

Cost in Detail of Utensils in Drawers 

One Utensil for Each Student 

Tablespoon (single plate), $3.75 per doz $0.31 

Teaspoon (single plate), $1.90 per doz 16 

Fork, aluminum, $1.25 per doz 10 

Fork, steel, $1.35 per doz 12 

Knife, case, $1.35 per doz 12 

Knife, palette 30 

Knife, paring 10 

Wooden spoon 08 

Salt shaker, tin 04 

Pepper shaker, tin 03 

Flour shaker, tin 05 

Wire tgg whip (Daisy) • • • 05 

Working plate, a tin pie plate 04 

Bowl, earthenware, i qt 07 

Custard cup, earthenware, @ 70c per doz 06 

Strainer, wire 05 

Saucepan, enameled ware, i qt 27 

Measuring cup, fourths (tin) 05 

Measuring cup, thirds (tin) 05 

Asbestos mat, 2 for 5c 025 

Vegetable brush, 55c per doz 045 

Dishpan, tin, 10 qt, $3.50 per doz 29 

Linoleum square, 18 in. x 18 in. @ 15c, and metal eyelet @ 4c 19 

$2.60 
*Does not include plumber's time or fittings. 



Total Cost of Equipment 67 

One Utensil for Each Two Students 

Dover ^g^ beater $0.10 

Scrub brush, fiber, $1.10 per doz 09 

Soap dish, ironstone china 10 

$0.29 

Total, one utensil for each student $2.60 

Total, one utensil for each two students (J4) 145 

$2745 
Less 10% discount given by local stores 274 

Cost per drawer $2,471 

Macdonald Institute,, Guelph, Canada 

(Fig. 54) 

Class table — hollow square, accommodates 24, top is white wood, 

aluminum strip under gas burners $241.00 

25 folding chairs = 31.25 

Glass door cupboards 48.00 

Sink cupboard 33.00 

Teacher's table — 6 drawers, i cupboard, with white wood top like 

class table 28.00 

Supply table — oak frame, white wood top 15.00 

Refrigerator 30.00 

Stoves and small equipment 208.75 

Total $63500 

Cost of porcelain sinks, gas stove fittings, and plumbing is not included 
above, as they were part of the building contract. 

University of Illinois 

Kitchen Equipment (Fig. 55). 

1 refrigerator $60.00 

4 tables, Alberene top @ $70 280.00 

2 porcelain sinks @ $65, with all plumbing 130.00 

2 cupboards, each 5 ft. long @ $8 per linear foot 80.00 

I gas range 38.00 

I experimental oven 150.00 

16 Bunsen burners @ 25c 400 

6 scales 3600 



68 Equipment for Teaching Domestic Science 

7 microscopes (used both for kitchen and chemical laboratory) . . $266.51 

Thermometers 

I supply table 6.00 

I table, zinc top 2.00 

Individual drawer equipment (16 @ $3.65) 58.40 

$1,110.91 
Laboratory Equipment (Fig. 56). 

3 laboratory tables @ $165 complete, plumbing, etc $495.00 

I hood 1 10.25 

I analytical balance 60.00 

1 warming closet 25.00 

i Sterilizing oven 10.00 

I incubator 91.80 

$792.05 
Other Estimates without Details 

Public Elementary Atypical School, Washington, D. C $400.00 

Public Elementary School, Los Angeles, Cal 600.00 

Public Elementary School, Philadelphia, Pa about 1,200.00 

Public Elementary School, Seattle, Wash 604.00 

Public High School, Brookline, Mass. (Fig. 47) (1895) 500.00 

Public High School, Los Angeles, Cal 600.00 

Public High School, New York City 940.00 

Public High School, Seattle, Wash 644.00 

Manual High Schools, Washington, D. C 2,000.00 

Public High School, James Yeatman, St. Louis, Mo. (Fig. 50) . . 2,796.33 



CHAPTER VII 
COST OF MAINTENANCE 

This depends upon the amount of work required of the pupils ; 
and it is largely within the control of the teacher to economize and 
still have all supplies sufficient. Supplies in the elementary school 
cost, as a rule, less than in the high schools ; in the normal school 
or college the expenditure is usually larger. 

It is necessary for two reasons to make expenditures low; in 
the first place to make it possible for the school board to introduce 
and maintain the work, and in the second place to teach economy 
in the use of materials to the pupils. 

Work in cookery costs more than in the other branches of 
domestic science work, and perhaps the supplies are more per 
capita than for any other work in the school ; yet while practicing 
economy, domestic science teachers should contend against an 
appropriation so limited that the work is actually crippled. Where 
funds are very low pupils are obliged to work altogether in groups, 
and thus miss the opportunity for individual training, or, if the 
work is individual, the quantities are always too small to give 
actual practical training. The best laboratory methods include 
both individual and group work. Two to three cents per capita 
per lesson for elementary-school work is the minimum. In the 
high school, three to four cents per capita per lesson is a good 
allowance. In the college from $7.50 to $10 per year per student 
will allow for six hours' laboratory work per week for thirty 
weeks plus. 

In general, the cost of food material may be kept within rea- 
sonable limits (i) by economic methods of purchase; (2) by class 
management; (3) by commercial schemes. 

( I ) Rules for economic buying apply here as elsewhere. Non- 
perishable materials cost less when bought in large quantities, 
either at wholesale rates or with the percentage off that is allowed 

69 



yo Equipment for Teaching Domestic Science 

by retail dealers when quantities are sufficient to make it profitable. 
Perishable articles should be bought from reliable dealers, who 
will also allow percentage if the amounts warrant it. In institu- 
tions where there is a dormitory, or in schools where there is a 
lunch room, some cooperation in purchase makes for economy. 
Of course this is not possible in all places, especially in the public- 
school system of our large cities; but in each situation careful 
planning for the buying must certainly tend to reduce expenses. 

(2) Class Management. In order to keep down the cost, the 
following two plans are in general use. Where individual work is 
given, each child handles the least possible quantity. In certain 
schools, for instance, the pupil will make only one muffin, say, or 
one baking powder biscuit. The second method is to allow the 
children to work in groups upon one dish, the group varying from 
one to three or four. Each of these methods has its defects. In 
the first, the pupils lack all opportunity for dealing with the nor- 
mal quantity as used in the family, and in some processes fail to 
develop proper methods of manipulation on this account. The 
chief defect of the second method is that the child never has full 
responsibility from beginning to end for any one article. Either 
of these methods will reduce the cost to two cents per capita per 
lesson. This fact is evident from studying the statistics appended. 
In the Chicago schools the individual method is largely used; in 
the New York public schools, the group. If either of these meth- 
ods alone can reduce the cost to two cents per capita, surely some 
wise combination of the two might have the same result. It is 
in the batter work, for instance, that small quantities give the 
pupil little opportunity to develop skill; yet a normal quantity is 
costly. Therefore, here it might be wise to have one or two 
lessons of the individual type, and others of the group type. 

(3) There are several ways in which this financial burden may 
be lightened to the school. In many of our training schools and 
colleges a laboratory fee is paid by the students. But it is in the 
use of some commercial plan that the best solution of this difficult 
problem may be found. By commercial is meant some plan which 
involves the selling of the cooked products, either in a lunch room 
or to individuals. It is interesting to note that varied forms of this 



Cost of Maintenance yi 

method are already in existence in different parts of this country. 
In addition to the fact that by selling products the appropriation 
is increased, there are two strong arguments in favor of this plan : 
in the first place, it gives the pupil opportunity to work with 
normal quantities, which is certainly most desirable; and in the 
second, it familiarizes her in a practical way with the cost of food 
materials and with the market value of her labor. 

The following reports are from schools where such methods 
are in use : 

Miss Annie L. Bennet, director of the School of Practical 
Arts, Boston, Mass., writes in 1909: "We are allowed a monthly 
sum which averages one cent a lesson per pupil. This allowance 
would not purchase supplies sufficient to enable the pupils to do 
individual cooking and to prepare meals. The problems of util- 
izing perishable products and providing for a school luncheon 
were before us, and we decided to utilize the products of the 
cooking lessons for the school lunch. The girls of the domestic 
science class take charge, with helpers from the other classes, in 
arranging and selling the food. The proceeds are used for the 
purchase of supplies. By this method we increase our allowance, 
so that girls are able to cook larger quantities and have more 
individual responsibility. As a further help we have been able to 
secure trade discounts at the stores. " 

System worked out for the Hebrew Technical School for Girls, 
New York City, by Miss Birdseye and Miss Cumstock, under Miss 
Anna Hedges, director. This plan reduces the outlay to the school 
to $0.0312 per pupil per month. Miss Birdseye wrote in 1909: 
" For the past eighteen months we have daily prepared and served 
luncheons, varying from sixteen to twenty-five in number, for the 
teachers of our school. The price of these luncheons is fifteen 
cents a meal, and is intended to cover simply the cost of material 
used and of breakage. The luncheons are prepared, during the 
last 45-minute period of the morning, by the manual senior class, 
under the supervision of a cooking teacher. This class, numbering 
about twenty students, can therefore get the equivalent of two 
and one-half double periods of cooking a week without expense 



^2 Equipment for Teaching Domestic Science 

to the school. To the actual cooking of meals is often added 
experience in planning the luncheons and in marketing. It is 
possible also, as often as the nature of the weekly lesson allows, 
to dispose of the whole or a part of the cost of the material 
used. This arrangement results not only in materially reducing 
expense to the school, but, what is still more important, in 
enabling the pupils to work with fairly large quantities. We 
also, when cooking cake, bread, preserves, etc., in large quanti- 
ties, dispose of our surplus to teachers, pupils, or friends of the 
school, among whom we always find a ready market." 

Miss Mary Urie Watson, of Macdonald Institute, Guelph, 
Ontario, writes: "The revenue from the sale of food cooked 
in the Home Economics classes amounted to $64.75 i^ I907> which, 
of course, lessens the net cost of food stuffs, fuel, etc. The cost 
of food stuffs for class use is considerably lightened by the use of 
Macdonald Hall materials whenever the dishes which the teacher 
wishes to have the class study and make are suitable for the next 
meal in the Hall. The housekeeper of the Hall cooperates heartily 
in this." 

A list is appended of estimates of cost of materials collected 
from a number of elementary and high schools in 1908-09. These 
estimates to be thoroughly intelligible should be accompanied by 
the courses of study, but space does not permit. 

Boston Public Elementary School per capita per lesson $0,023 

Public Elementary School, Chicago, 111 " " .02 

Public Elementary School, Los Angeles, Cal., " " .021 

Public Elementary School, Minneapolis, Minn., " " .02 

Public Elementary School, Newark, N. J " " .02 

Public Elementary School, New York " " .02 

Public Elementary School, Philadelphia, Pa. . . " *' .02 

Public Elementary School, St. Louis, Mo " " .02 

Public Elementary School, Washington, D. C, " " .02 
Boston Public High School of Practical Arts, 

allowed " " .01 

Public High School, Los Angeles, Cal " " .021 

High School Classes, Macdonald Institute, 

Guelph, Canada " " .027 



Cost of Maintenance 73 

Public High School, St. Louis, Mo per capita per lesson $0.02 

Public High School, Washington, D. C " '* ' .02 

Public High School, Brookline, Mass., provisions per year, about 

eighty pupils 250.00 

The average cost of materials as reported from a few col- 
leges is per student per year, six hours a week for thirty to 
thirty-six weeks, $7.50 to $10. 

Another expense is the cleansing of the laboratories. In most 
of our schools it is not possible to have paid service, and therefore 
most of the cleansing has to be done by the pupils in conjunction 
with the janitor; but here, again, it is sometimes necessary for 
the teacher to insist that something be allowed her, at least 
occasionally, for the services of a trained worker. 

The question of laundering towels is a difficult one. In a 
school kitchen, if the schedule allows time enough, the children 
can wash the towels daily; but in addition to this the towels 
need to be sent out once in a while to be thoroughly laundered. 
If there is a laundry in the building, of course the work may be 
done there. In many schools there is not time enough for the 
pupils to complete their work in cooking and also to wash the 
towels properly; this, then, becomes quite an item of expense. 
The following item shows how much this means in the budget. 
Towels for about 300 students per week, thirty weeks, $200. 

Very few estimates have been obtained for the annual break- 
age and wear. At Teachers College, Columbia University, in 
three cooking and two dining rooms, including the college rooms 
and the Speyer School, used weekly by some 400 students, includ- 
ing children, the cost has been estimated for the years 1906-07, 
1907-08, as follows : Breakage, $25 ; replacing towels, $30. 

Very little information has been collected as yet in regard to 
the total cost of maintenance of a large department of domestic 
science. This total would include teachers' salaries. One well- 
equipped department belonging to a Western university reports 
$16,000 as the total for the year. 



CHAPTER VIII 
PORTABLE EQUIPMENT FOR LECTURES 

At the present time the teacher of Domestic Science, either 
in pubHc school work or in college, is called upon to give some 
form of public lecture. This may be before a Woman's Club, 
a Mothers' Club, a Farmers' Institute or Grange. In some 
states the attempt has been made to arouse public interest by 
sending a teacher or group of teachers in a car equipped for 
Domestic Science lectures. This is one means of enlarging the 
work, and all teachers should be ready to respond to this demand. 
The following suggestions have been contributed to this volume 
by Miss Anna Barrows, well known as a successful worker in 
the extension field. 

Portable Equipment for Demonstration Lecture 

The teacher of Domestic Science who does itinerant work, 
whether before women's clubs or at agricultural meetings, 
gradually eliminates the unnecessary and selects the most help- 
ful articles for her equipment. To be sure that the outfit is at 
the right place on time, it should be packed in a case which the 
teacher herself can carry. Baskets or straw cases admit dust 
and break easily, hence are unsuitable for long journeys. Leather 
suit cases are too heavy. Certain fiber preparations are quite 
satisfactory, such as are used extensively by commercial travelers. 
An extension case of this type about 15 x 20 inches weighs 
three and one-half pounds. It requires a strong shawl strap 
with an easy handle, and then may contain good-sized utensils. 
Sometimes a smaller sized case is sufficient. 

Stove, dishpan, water and garbage pails, and dishes for 
serving may be provided at the place where the lecture is to be 
given. 

74 



Portable Equipment for Lectures 75 

Fortunate is the teacher where a gas stove is available, but 
this is rare in small towns; and kerosene, gasoline, and alcohol 
do excellent work. 

A traveling chafing dish, the inverted standard of which may 
be packed in the pans, takes up little space. Other chafing dishes 
are often loaned by members of a woman's club. 

A simple alcohol lamp is to be preferred for farmers' insti- 
tutes, since the chafing dish sometimes is looked upon as a fad 
rather than a really helpful utensil. 

Some lecturers have preferred to send a list of needed utensils 
to be provided by the committee in charge ; but names of articles 
may be misunderstood, or the right utensil cannot be found in 
town. 

Work can be done with greater ease when utensils and recipes 
fit each other. A lecture proceeds more smoothly when a teacher 
selects her own tools. 

The essential articles for a single demonstration lecture are 
those with which nine-tenths of the food for an average family 
is prepared. The diflference is in size and weight rather than in 
the purpose of the tool. 

The usual single school desk equipment is a fair supply, 
plus any special utensil required by the particular foods to be 
demonstrated. 

Portable Equipment for Demonstration Lectures 

Suitable for single demonstration, with simple work. 

Alcohol lamp Saucepan, ]/2 pint 

Paring knife Bowl, i quart 

Case knife Bowl, i pint 

Palette knife Plates 

Fork Measuring cup, glass 

Tablespoon Measuring cup, tin 

Teaspoons Pudding pans 

Wooden spoon 4 or 6 enamel cups 

Can opener Pastry brush 

Egg beaters (Dover, wire) Strainer, small, fine 

Grater Strainer, larger, coarse 

Omelet pan Scrubbing brush, small 

Saucepan, i pint Small rolling pin 



76 Equipment for Teaching Domestic Science 

The choice of the utensils shown in Figs. 58 and 59 has been 
an evolution, and it varies according to the subject of the lecture. 

The special aim has been to secure light utensils, well made, 
easy to keep clean; just the points every housekeeper should 
consider in furnishing her own kitchen. 

The utensils are selected to fit into each other and to occupy 
as little space as possible. Each article is wrapped in soft paper 
to prevent needless defacement in the hands of the baggage man, 
or when the bag bounces out of the carriage on the hard, frozen 
ground, as has happened. 

In the picture (Fig. 58) the plates are on edge, but when 
packed they fit under the saucepans and bowls. The board, 
though small, adds to the weight and is not essential. Strong, 
smooth paper will usually serve the same purpose. 

The contents as here described were used for a series of 
demonstrations before farmers' institutes, only one or two lec- 
tures being given in each place. The tiny alcohol lamp was 
supplanted by the coal or wood heater, or in some cases by a 
gasoline stove. 

Among the dishes prepared were omelets, white sauce, cheese 
fondu, salmon loaf, beef cutlets, brown gravy, potato soup, 
custards, dumplings, etc. 

Often when there was not time for a cooking lecture, this 
bag and its contents have been the basis of a talk on helpful 
utensils. Many women, especially in old country houses, con- 
tinue to use the appliances of past generations. 

As Mrs. Kedzie has said: "Kitchen utensils cost less than 
coffins." No article here is too expensive for the average home. 
Yet there are wealthy households which lack some of these 
helpful tools. 

Bowls and pans of agate, aluminum, or enamel wear may 
be used like saucepans directly over the flame, or the larger set 
over a smaller holding water, like a double boiler. Tin or alumi- 
num plates to fit may serve as covers for such pans while potatoes 
boil and dough rises, and are also for baking the bread later. 

By inverting a bowl over a deep frying pan and keeping 
water in the latter, it is possible to steam a meat loaf or a pud- 



Portable Equipment for Lectures yy 

ding in a mold set on a trivet or some nails. Timbal or custard 
cups of enamel, aluminum, or tin will serve many purposes and 
their contents be cooked much sooner than if all were in a large 
mold. 

The deep, oval, agate pudding dish below (Fig. 58), and 
beyond that the agate pan with rounding corners, are useful 
for many purposes and easy to wash. 

Two measuring cups are included. The glass one is an excep- 
tion to the safe rule of taking nothing breakable, but wrapped 
in a towel and placed in a bowl will travel safely. 

Incidentals usually included in the contents of the case are 
matches, paper towels, napkins, plates and ice cream spoons, 
cheesecloth, soap, sand soap, dish towels, holders, two aprons. 
Tiny tin boxes saved from samples of cocoa, etc., hold small 
quantities of salt, pepper, paprika, soda, baking powder, spices, 
herbs, etc., of which only small quantities are needed. A few 
larger one-half pound boxes may contain flour, dry crumbs, etc. 

Though denatured alcohol may be procured almost every- 
where, still it is wise to provide some in advance. A pint bottle 
may be wrapped in a towel and packed in a tin cracker box. 

A trunk is needed where six or eight lectures are to be given 
in one hall or where all meetings are on railroad routes, but not 
where stages or trolleys provide means of conveyance. 

A half trunk or steamer trunk is often sufficient. Unless an 
exceedingly good one is chosen, the weight of the contents 
will soon shatter the trays, but these may be reenforced, and 
an inexpensive trunk will make many trips. 

One shallow tray will carry the white dress, aprons, towels, 
holders, etc. A deeper one will contain the choicer utensils, books, 
charts, etc. The lower portion of the trunk may be subdivided 
further, if desirable, by strong pasteboard boxes. 

Forethought in choice of utensils will also result in saving 
some space for charts, books. United States Department of Agri- 
culture bulletins, and other illustrative material. These are as 
essential for the itinerant teacher as the tools for cookery. 

The most satisfactory charts are those made on cloth, because 
these may be folded and packed in small space. Charts on 
wooden rollers are most inconvenient. 



78 Equipment for Teaching Domestic Science 

Lectures on human foods and other lines of home economics 
will secure a place on the program of educational meetings more 
often when the teachers make greater use of the blackboard and 
charts, and cease to try to give lessons suitable only in well- 
equipped cooking schools. 

The railway car is coming to the front as an itinerant school- 
house, and a few have been fitted for home economics lectures. 
Usually these are a part of the trains sent out from the agricul- 
tural colleges, and some space is given to exhibits of w^ork done 
by the students. The walls afford space for charts, books, and 
models which cannot be damaged by the motion of the train. A 
blackboard is an essential part of the equipment. Otherwise the 
outfit already described will serve the purpose of the teacher 
who is to give demonstration lectures in the car. 



CHAPTER IX 

NEW DEVELOPMENTS IN HOUSEHOLD ARTS 
EQUIPMENT 

The development of vocational work in the field of household 
arts is bringing about changes in the equipment. Already we are 
alluding to the ''old-fashioned hollow square/' A word of caution 
in regard to new devices and plans may not be out of place. It 
may not be the part of wisdom to discard entirely the older equip- 
ments until the newer have proved their value. While it is un- 
deniably true that to be effective school work in the household 
arts must train more thoroughly for homemaking and for remuner- 
ative occupations, it is equally true that the form of equipment is 
but one element in the situation. That is to say, a teacher who 
has the right attitude and an intimate knowledge of social condi- 
tions can aid her pupils to acquire knowledge that is serviceable 
with a meager and old-fashioned equipment, while another will 
fail surrounded by the most up-to-date and modern apparatus. 

The Practice House 

The following quotation from a circular letter issued by the 
Bureau of Education shows the drift of opinion in this direction: 

Housekeeping cottages, in which the students obtain actual prac- 
tice in household work, are a prominent feature of current progress in 
home economics, according to a report issued by the Department 
of the Interior through the Bureau of Education. 

"The practice house is as distinctly a legitimate part of the equip- 
ment for teaching home economics as the sewing machine, ironing 
board, or individual desk with its cooking utensils/* declares the report. 

"Home economics departments in schools and colleges are not all 
so fortunate as to have residences in which to instruct in home manage- 

79 



8o Equipment for Teaching Domestic Science 

ment and in housewifery. There has been some hesitancy among 
school officers because of the initial expense of a practice house. But 
as it is recognized that these houses are quite as necessary as are good 
laboratories, and that the maintenance costs are not excessive, more 
departments are being thus supplied. These houses offer opportunities 
for experimental studies in household administration, make practice 
in home furnishing possible, and afford excellent places for studies in 
nutrition." 

The large practice house is more commonly found in connection 
with a college or university, or with a normal school. The small 
house is used in connection with the public school system of 
Washington, D. C. 

It is difficult at this date to gather exact statistics in regard to 
the cost of purchase or of building, and of equipping the house. 
Not infrequently a house on the college grounds or near by is re- 
modeled at a comparatively slight expense. Pratt Institute rents 
its practice house at the cost of $47.50 per month, which includes 
heat and hot water supply. In several cases where inquiries have 
been made, the exact cost of furnishing is not known because the 
furniture was removed in some instances from other rooms and 
sometimes a few pieces were gifts. It may be said, however, that 
when such a practice house is projected, information may be 
obtained through the Bureau of Education at Washington. The 
furnishing should be in good taste and not elaborate.* 



The School Apartment 

The use of a neighborhood apartment is increasing in our 
city systems.t The following figures cover in detail the furnishing 
of an apartment used by the Department of Household Arts at 
Teachers College. The planning of the furniture and a portion 
of the buying were used as class exercises : 

*Miss I. E. Lord, of Pratt Institute, Brooklyn, N. Y., is preparing a 
detailed report of Practice Houses. 

fMiss Mabel Hyde Kittredge, New York City, was a pioneer in this 
field, and her untiring energy has resulted in the acceptance of a number 
of school apartments by the Board of Education. 



New Developments in Household Arts Equipment 8i 

Complete List of Furnishings for the Amy Schussler 
Apartment, with Cost 

(From Teachers College Record, March, 1915) 



A-REFRJGE RATOR 
B'Fi REPLACE 
C'CUPBOARDS 
D'CLOSEITS 



BEDROO^/l 




BED ROOM 




TLOGSi PLAN OF AMY SCHUSSLER APARTMENT 



Oil lamp, complete 

Desk blotter 

Waste basket 

Pictures framed 

( Pictures from Times 
Supplement) 

Blanket for couch 

Comforter for couch 

Pillowcases for couch . . . 

Sheets 

Huck towels 

Bath towels 

Desk table 

Chiffonier 

Crex rug 

Wicker armchair 

Wooden rocker 



LIVING ROOM 

$4.85 I Wood straight chair $1.89 

.05 I Couch 5.67 

.50 I Mattress 4.63 

1.20 2 Pillows 1. 18 

4 Curtain rods .40 

I Brass candlestick .45 

3.39 2 Small brass vases 40 

1.98 2 Pair cheesecloth curtains, .80 

.34 2 Pair chintz curtains .80 

1.56 I Couch cover (materials), .75 

.75 I Chiffonier cover .12 

.38 I Cover for desk .12 

5.30 I Pair portieres (12 yds.), 2.00 

7.55 2 Pillow covers on couch. . .30 

3.48 I Pair bookcase curtains . . .30 

4.49 I Bayberry candle .10 

3.34 

Total $59.07 



Cream pitcher 1 % 2^ 

Sugar bowl S y-5 

Oak cane-seat chairs 7.50 

Dessert dishes .60 

Water pitcher .10 

Fish globe .10 



DINING ROOM 

2 Shakers $ .20 

I Crex rug 3.48 

I Serving table 7.49 

12 Teaspoons 1.24 

6 Dessert spoons 1.12 

6 Forks 1.24 



82 



Equipment for Teaching Domestic Science 



6 Knives 

12 Tumblers 

6 Oatmeal dishes 

6 Dinner plates 

6 Tea plates 

6 Bread and butter plates. . 

6 cups and saucers 

2 Open vegetable dishes . . . 
I Platter 

1 Platter 

2 Curtain rods 

I Carving set 

I Table (plus stain, .57) . . 
I Brass tray 

1 Step-ladder chair ... 

2 Pot covers 

I Pot cover 

I Saucepan 

I Butter crock 

I Flour canister (10 lbs.) . . 

1 Mop 

2 Curtain rods 

ii^ Yds. oilcloth for tops 

of tubs 

2 Knives 

I Pallet knife 

I Chop knife 

1 Knife and fork 

2 Spoons 

2 Spoons 

I Knife 

I Can opener 

I Dozen hooks 

I Scrub brush 

I Vegetable brush 

I Saucepan 

I Double boiler 

I Coffee pot 

I Kettle 

I Soup strainer 

I Soap shaker 

I Sink strainer 

I Potato masher 

I Garbage can 

I Scrub pail 

I Fry pan 

I Fry pan 

I Roast pan 

I Chop bowl 

I Roll pin 

1 Bread board 

2 Bread pans 



$1.74 I Pair cheesecloth curtains, $ .40 

.48 I Pair chintz curtains .50 

.90 2 Table runners of Jap- 

1.20 anese toweling .56 

.90 I Cover for serving table. . .28 

.60 Framing three pictures . . 1.20 

1,24 I Bracket .20 

.98 I Bowl .10 

.79 I Silence cloth .90 

.49 I Tablecloth 1.88 

.20 i/^ Dozen napkins 1.63 

74 

470 Total $46.73 

.80 

KITCHEN ' 

$1.43 I Hair brush $.49 

.12 I Egg beater .05 

.08 6 Mason jars .25 

.24 6 Mason jars .30 

.33 I Yellow bowl .42 

1.02 I Yellow bowl .16 

.35 I Salt box .29 

.20 I Broom .35 

I Dustpan .12 

.30 I Bread box 66 

.14 I Sugar can .63 

.21 I Colander .40 

.22 I Dishpan .25 

.15 2 Pie tins .14 

.12 I Boiler 1.69 

.22 I Muffin tin .30 

.29 I Wash basket .59 

.08 I Ironing board .59 

.10 I Set irons 1.25 

.14 50 Clothespins .09 

.03 I Washboard .55 

.33 I Towel roller .35 

.93 I Line .49 

.74 I Pan 19 

1.24 I Spoon .11 

.18 I Soap dish .15 

.08 I Measuring cup .11 

.11 I Window sash curtain ... .12 

.08 I Pair curtains for cup- 

.39 board .15 

.19 I Bracket .20 

.15 I Plant 50 

.05 I Glass holder .10 

.44 Oilcloth for window box, .30 

.22 6 Dish towels .75 

.10 6 Dishcloths 35 

.32 

.38 Total $25.14 



New Developments in Household Arts Equipment 83 



BATHROOM 



Roll paper holder 

Toilet brush 

Bath mat 

Towel racks @ 10 cents . 
Mirror 



$ .10 

.10 

.50 

.30 

1.24 



I Curtain rod 

I Pair cheesecloth curtains, 

I Shelf-white 

I Soap dish 



Total $3.78 




FRONT BEDROOM 



Desk blotter 

Oak mirror 

Blanket for bed 

Comforter for bed 

Pillowcases 

Sheets 

Huck towels 

Bath towels 

Closet bars for clothes 

Bureau 

Rag rug 

Wicker armchair 

Bed 

Spring 



$ .05 

1.75 

3-39 

1.98 

.42 

1.56 

.75 

.38 

.20 

6.80 

1.19 

449 

3.24 

3.34 



Mattress 

Pillow 

Table for desk 

Curtain rods 

Pair cheesecloth curtains, 
Pair of over curtains 

(Japanese toweling) . . 
Bed cover and pillow 

cover (materials) 

Cover for desk table 

(Japanese toweling) . . 
Bureau cover (materials). 
Chair cushion cover 



$5.19 

1.09 

1.89 

.20 

.40 

.50 

1.50 

.17 
.11 
.22 



Total $40.81 



BACK BEDROOM 



I Desk blotter 

I Oak mirror 

I Blanket for bed 

1 Comforter for bed 

2 Pillowcases 

3 Sheets 

3 Huck towels 

2 Bath towels 

2 Closet bars for clothes. 

I Bureau 

I Rag rug 

I Wicker armchair 

I Couch 

1 Mattress 

2 Pillows 



$ .05 
1.75 
3.39 
1.98 

.34 

1.56 

.75 

.38 

.20 

6.80 

1. 19 

4.49 

5.67 

4.63 

1.18 



Table for desk $1.89 

Curtain rods .20 

Brass vase for desk .20 

Pair cheesecloth curtains, .40 
Pair over curtains (Jap- 
anese toweling) .6^ 

Couch cover (materials), .75 
Desk cover (Japanese 

toweling) .14 

Bureau scarf (Japanese 

toweling) .21 

Pillow cover .14 

Pillow covers on couch. . .30 



Total $39.22 



TOTAL 



Dining Room $4^73 

Living Room 59-07 

Front Bedroom 40.81 

Back Bedroom 39-22 

Kitchen 25.14 

Bathroom 3-78 



$214.75 



84 Equipment for Teaching Domestic Science 

The items of expense for the apartment were as follows: 

Rent— eight months at $27 $216 

Light and gas for cooking — eight months (approximately) . . 20 

Research work (recreation ) 20 

Furnishing 214 

$470 

The Washington Irving High School, New York City, has a 
model of an apartment built in to one of its classrooms, running 
down one side of the room, each smaller room opening into the 
classroom. At least one elementary school has this same plan. 
The apartment in the school building does away with the tedious 
and inconvenient passage of the classes back and forth to an out- 
side apartment. The apartment or small house, however, outside 
of the school building gives the conditions actually like the homes 
of the pupils. 

In the latter type of school apartment not more than fifteen 
girls can work conveniently at a time, which makes a difficulty in 
the school program and limits the number of pupils who can 
use the apartment. 

The Unit Kitchen 

The Unit Kitchen is the result of an effort to bring the home 
kitchen, rather than the whole apartment, into the school. This 
plan was devised by Mrs. I. P. O'Leary, and is described in a 
pamphlet, "Cooking in the Vocational Schools," written by Mrs. 
O'Leary, published by the Bureau of Education, Washington, 
D. C. In the full development of this plan, a series of small 
kitchens are built in at the side or sides of a larger room, all open- 
ing into the center. In some cases partitions go to the ceiling, 
but the better plan seems to be to have the partition lower. Each 
little kitchen is equipped like a small home kitchen — sink, stove, 
and so on. Mrs. O'Leary's original plan was to have only four 
children working in this kitchen, but where the classes are large 
it has sometimes been necessary to assign six children to each unit. 

One or two reports from schools where this plan has been 
installed make the statement that the plan is somewhat difficult 
for the teacher to manage, especially with the younger children. 



I 



New Developments in Household Arts Equipment 85 

In one high school where this plan is in use, the teacher has had 
a table built in at one side of the large room, where she can gather 
the younger children together for certain purposes of instruction. 
There is much to be said in favor of the unit kitchen if it is not 
carried to an extreme and if some provision is made for the un- 
trained younger children. 

The superintendent of schools at South Manchester, Conn., 
has a combination of individual tables in one laboratory, with 
unit kitchens adjoining. Some such arrangement as this seems a 
wise and practicable one at this stage of development. What is 
required is an equipment that gives the pupil free play under fairly 
natural conditions. To abolish entirely the use of small stoves 
seems hardly sensible in view of the fact that housekeepers all 
over the country are using them. The chafing dish, the small gas 
stove, the small oil stove, are all useful in their time and place. 

The School Lunchroom as a Cooking Laboratory 

A recent investigation shows an increasing number of schools 
in the country where there is more or less cooperation between 
the domestic science classes and the lunchroom. At the Park Ridge 
High School, Park Ridge, N. J., the lunchroom is the only cook- 
ing laboratory. The lunchroom, however, serves only from forty 
to fifty people. In some schools the pupils serve an apprenticeship 
in the ordinary laboratory and begin their work for the lunch- 
room by degrees. There is one important point to be noted here 
which involves an educational element and a practical one. Where 
food is to be served in the lunchroom or to be sold, it must be of 
standard quality. In the process of arriving at a standard, the 
unskilled worker must of necessity sometimes turn out a poor 
product, unless she is merely acting as hands to the teacher's brain. 

In the school where several hundred people are served daily, 
it would seem the wiser plan to have cooperation between the 
cooking classes and the lunchroom, instead of the complete man- 
agement of the lunchroom by teacher and pupils. No up-to-date 
teacher, however, will refuse the opportunity to instruct by means 
of such a live project as the school luncheon. 



ILLUSTRATIONS OF EQUIPMENT 




Fig. 28. Table setting laboratory, School of Household Arts, Teachers 
College, Columbia University 




Fig. 29. Cooking laboratory, School of Household Arts, Teachers 
College, Columbia University 

87 



88 



Equipment for Teaching Domestic Science 




Fig. 30. Commercial cupboard 




Fig. 31. Portable laundry equipment in use in Teachers College, 

old building 



Illustrations of Equipmoit 



89 




Fig. 32. Portable laundry equipment exhibit, 1904, Domestic Science 
Department, Teachers College, Columbia University 




Fig. S3- Exhibit of laundry work, 1904, Domestic Science Department, 
Teachers College, Columbia University 



go Equipment for Teaching Domestic Science 




Fig. 34. Laundry work, New York City public schools 




Fig. 35. Domestic Science laundry work, New York City public schools 



Illustrations of Equipment 



91 



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Fig. 36. Laundry classroom, Macdonald Institute, Guelph, Canada 




Fig. S7- Dining table, University of Nebraska, temporary building 



92 Equipment for Teaching Domestic Science 




Fig. 38. Dining room, Mechanics Institute, Rochester, N. Y. 




Fig. 39. Dining room, University of Illinois 



Illustrations of Equipment 



93 



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Fig. 40. Packing box equipment, Teachers College, Columbia University 




Fig. 41. Portable equipment for district schools, Macdonald Institute, 
Guelph, Canada. Boards on horses 



94 



Equipment for Teaching Domestic Science 



^ 




Fig. 42. Portable equipment for district schools, Macdoiiald Institute, 
Guelph, Canada. Boards on schoolroom desks 




Fig- 43- Stored portable equipment for district schools, Macdonald 
Institute, Guelph, Canada 



Illustrations of Equipment 



95 




Fig. 44. Equipment in Elementary Public School, Washington, D. C. 




Fig. 45. Ogden Cooking School, State Normal School, Athens, Ga. 



96 



Equipment for Teaching Domestic Science 




Fig. 46. Kitchen remodeled from classroom, Tenafly, N. J. 




Fig. 47. Brookline High School, Brookline, Mass. 



Illustrations of Equipment 



97 




Fig. 48. Cooking room, Public School 21, Manhattan, New York City 




Fig. 49. Cooking room, Technical High School, Cleveland, Ohio 



98 



Equipment for Teaching Domestic Science 




Fig. 50. Domestic Science room, James E. Yeatman High School, 
St. Louis, Mo. William B. Ittner, architect 




Fig. 51. Kitchen, Drexel Institute, Philadelphia, Pa. 



Illustrations of Equipment 



99 



I 




Fig. 52. Kitchen, Mechanics Institute, Rochester, N. Y. 




Fig. 53- Practice kitchen, Macdonald Institute, Guelph, Canada 



loo Equipment for Teaching Domestic Science 




Fig. 54. Kitchen, Macdonalcl Institute, Guelph, Canada 




Fig. 55. Kitchen, Department of Household Science, University of 

Illinois 



Tn.,ci;.r.fiQ^^ Qj Equipment 



lOI 




Fig. 56. Food laboratory, University of Illinois 



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Fig. 57. Portable equipment for demonstration, Domestic Science 
Department, Teachers College, Columbia University 



102 Equipment for Teaching Domestic Science 




Fig. 58. Portable equipment used by Miss Anna Barrows 




Fig. 59. Portable equipment used by Miss Anna Barrows 



INDEX 



Agriculture, Department of, 44 
Aladdin oven, 30 
Amy Schiissler apartment, 81 
Apparatus for scientific experiment, 

43, 44, 68 
Atkinson cooker, 28 

Boardman School, 53 

Boston, Public Elementary School, 

14, 65, ']2\ High School of 

Practical Arts, 71 
Brookline Public High School, d^, 

7Z. 88 
Bunsen burners, 32, ZZ, 35, 64, 65, 67 

Carnegie Food Laboratory, 26 

Carnegie Technical School, 20 

Charts, 44, 45 

Cooking laboratory, 13-46, 79, 89, 
90, 93 

Chicago Public Elementary School, 
72 

Cupboards. See Shelves and Work 
Tables 

Cleveland Technical High School, 2>Z 

Coal stoves, 29; cost of, 28, 29, 64^ 
65, 66 

Continuous rack, 33-34, 35, 91 ; cost 
of, 35, 65 

Cost of maintenance of domestic 
science work, 69-73 \ per cap- 
ita, 69; plans for decreasing, 
70-73 

Denatured alcohol stoves, 30 
Departmental cooperation, 47, 48 
Dining room, 47-48, 49, 64, 79, 83, 84 
Domestic art work, 6, 7, 15, 47 
Drexel Institute, 10, 18, 21, 90 

Electric attachments for stoves, 28, 

30 

Estimated cost of equipments, 60-68 

Equipment, 2-4; care of, 57, 58; 

inventory of, 58; purchase of, 

57; storing of, 58. See Cook- 



ing laboratory. Dining room, 
Estimated cost of equipment, 
Home nursing. Housekeeping, 
Laundry, Table setting. Utensils 
Evanston Public Schools, 3 

Fireless cooker, 28, 30 
Floor finish. See Rooms 

Gas stoves, 29; cost of, 29, 30, 64, 
65,67 

Hartford High School, 32, 2>Z 
Hebrew Technical School, 71 
Home nursing, 55 ; equipment for, 

55, 56 
Hot plates, 31-32, ^Z, 89 
Housekeeping, 58; equipment for, 

43. See Rooms 

Illustrative material. See Charts 

and Specimens 
Individual stoves, 30; single gas, 

30-32, 3Z 

James Yeatman Public High School, 

68, 90 
Jersey City Elementary School, 64 

Kerosene stoves, 28, 30 

Laundry work, 49, 50, 82, 83; port- 
able equipment for, 50-52, 53, 
85, 86 ; stationary equipment for, 

53, 54 
Lillian Massey School, 21 
Linen, 64 
Los Angeles, Public Elementary 

School, 68, 72; Public High 

School, 68, 72 

Macdonald College, 6, 2,7, 54, 72, 83, 
91, 92; rural school equipment 
of, 62-63, 67, 85, 86 

Mechanics Institute, 34, 35, 65, 84, 91 

103 



I04 



Index 



Minneapolis Public Elementary 
School, y2 

Newark Public Elementary School, 
72 

New York Public Schools, dS, 72, 
82, 89 

Ogden Cooking School, 87 
Ontario Public School, 64 

Packing box equipment, 16, 27^ 61, 

62,85 
Philadelphia Public Elementary 

School, 68 
Plate warmer, 39 
Portable equipment, 80, 81, 85, 86, 

93, 94. See Laundry work 
Practice house, 79 
Pratt Institute, 49 

Refrigerators, 38, 64, 67 
Rooms for domestic science, chim- 
neys and flues of, 8 ; floors of, 9, 

10, II ; location and exposure of, 
7 ; number of, 5 ; pipes and elec- 
tric fittings of, 8, 64; shape and 
size of, 6; ventilation of, 7, 8; 
wall finis'i of, 8, 9, 12 ; windows 
and doors of, 8; woodwork of, 

11, 12 

Rural school equipment, 62-62, 85, 
86. See Macdonald College 

Saginaw Manual Training High 
School, 54 

School apartment, 80 

School kitchens, models for, 8, 9, 10, 
II, 12, 13, 14, 15, 59, 85, 90, 91, 
92. See Rooms 

School lunchroom as a cooking 
laboratory, 85 

School of Household Arts, Teach- 
ers College, 6, 15, 20, 23, 31, Z3, 

44, 54 
School of Practical Arts, 71, 72 
Seats, 26 ; attached, 27, 2%, 67 ; stools 

as, 26, 27, 64, 66 



Seattle Public Elementary School, 
68; Public High School, 68 

Shelves, z^, Z7, 80 ; cost of, zi^ 65, (£ 

Simmons College, 34, 35 

Sinks, 24, 25, 35; cost of, 26; ma- 
terial for, z^ 

Specimens, 45 

Speyer School, 64, 72, 

St. Louis, Public Elementary School, 
72 \ Pubhc High School, 7z 

Stoves, 28; kinds of, 28, 29, 30-35; 
prices of, 29, 35, 64, 65, 67-, 
sizes of, 29 

Supply tables, 38, 60, 67 

Tables. See Work tables 
Table setting, equipment for, 49, 79 
Tenafly Public School, 7, 88 
Toledo Manual Training High 
School, 30, ZZ 

Uniforms for students, 45; for 

teacher, 46 
Unit kitchen, 84 

University of Illinois, 6, 67, 84, 92, 93 
University of Nebraska, 6, 48 
University of Wisconsin, 43 
Utensils, 39; lists of, 40-42, 43, 61, 
62, 6z, 64, 65, (£, 67, 68; ma- 
terial for, 39, 40; sizes of, 40 

Wall finish. See Rooms 
Washington Atypical School, 68 
Washington, Public Elementary 
School, 72, 87; Public High 
School, 68, 72, 
Work tables, 14, 15, 16; double 
parallel, 18; fixed, 17; group, 
18, 19, 36; movable, 16, 17; 
parallel, 17, 18, 35, 90; rectan- 
gular, 17, 18, 19, 35, 89, 90; 
single, in rows, 20; slanted, 17, 

18, 19 

attachments for, 24; cost of, 26, 
64, 65, 66, 67 \ cost of tops for, 
26; materials for, 24, 25, 26; 

- shelves, drawers, cupboards of, 

19, 20-23, 24, 25, 27, 80, 90 



